$PageName
11-12 Writing
2010-2011 Meetings Counselor Leadership Team
2010-2011 TSSS Agendas, Notes, and Resources
2011-2012 Achievement for All
2011-2012 Cabinet
2011-2012 Data Wise District Admin Bldg Team
2011-2012 District Coordinators
2011-2012 Elementary Principals Ageanda
2011-2012 High School Principal Agendas
2011-2012 Middle School Leaders Agendas
2011-2012 REGION 2 Principals Meeting Agendas, Notes, and Resources
2011-2012 Region 2 Principals
2011-2012 Subcommittee Work
2011-2012 TSSS
2011-2013 Region 2 Principals ARCHIVE
2012-2013 Elementary Principals Agendas, Notes, and Resources
2012-2013 GMM Student Wellness Subcommittee
2012-2013 High School Principals Agendas, Notes, and Resources
2012-2013 Middle School Administrators Agendas, Notes, and Resources
2012-2013 REGION 2 Principals Meeting Agendas, Notes, and Resources
2012-2013 Region 2 Principals
2013-2014 ERD Norms
2013-2014 Sup/ERDs
2013-2014 Sup/ERDs Norms and Mutual Commitments
2013-2014 Superintendent's Cabinet Norms
21st Century Coordinating Team
21st Century Model of Education
8.F.1 Function Rules - Input Output Tables
9-10 Writing
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes.- The student can use various digital media to share information and tell stories(Kindergarten)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can understand ownership of digital media. (Grade 1)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can understand ownership of digital media. (Grade 2)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can understand ownership of digital media. (Grade 3)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can understand ownership of digital media. (Grade 4)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can understand ownership of digital media. (Kindergarten)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use a variety of digital tools to create a product. (Grade 7)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use a variety of digital tools to create a product. (Grade 8)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use digital tools for personal expression. (Grade 1)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use digital tools for personal expression. (Grade 2)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use digital tools for personal expression. (Grade 3)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use digital tools for personal expression. (Grade 4)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use digital tools for personal expression. (Kindergarten)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to discover connections between facts. (Grade 1)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to discover connections between facts. (Grade 2)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to discover connections between facts. (Grade 3)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to discover connections between facts. (Grade 4)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to discover connections between facts. (Kindergarten)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to recognize trends and possible outcomes. (Grade 5)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to recognize trends and possible outcomes. (Grade 6)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to recognize trends and possible outcomes. (Grade 7)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use technology to recognize trends and possible outcomes. (Grade 8)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use various digital media to share information and tell stories. (Grade 1)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use various digital media to share information and tell stories. (Grade 2)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use various digital media to share information and tell stories. (Grade 3)
A student must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes. - The student can use various digital media to share information and tell stories. (Grade 4)
A student must collaborate and communicate globally in a digital environment. - The student can apply technology that supports collaboration, learning, and productivity in a global environment. (Grade 10)
A student must collaborate and communicate globally in a digital environment. - The student can apply technology that supports collaboration, learning, and productivity in a global environment. (Grade 11)
A student must collaborate and communicate globally in a digital environment. - The student can apply technology that supports collaboration, learning, and productivity in a global environment. (Grade 12)
A student must collaborate and communicate globally in a digital environment. - The student can apply technology that supports collaboration, learning, and productivity in a global environment. (Grade 9)
A student must collaborate and communicate globally in a digital environment. - The student can collect data and information using digital tools. (Kindergarten)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 1)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 2)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 3)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 4)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 5)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 6)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 7)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Grade 8)
A student must collaborate and communicate globally in a digital environment. - The student can communicate the results of research and learning with others using digital tools. (Kindergarten)
A student must collaborate and communicate globally in a digital environment. - The student can evaluate and apply online collaboration and communication tools to exchange ideas and information and participate in projects.(Grade 11)
A student must collaborate and communicate globally in a digital environment. - The student can evaluate and apply online collaboration and communication tools to exchange ideas and information and participate in projects.(Grade 12)
A student must collaborate and communicate globally in a digital environment. - The student can evaluate and apply online collaboration and communication tools to exchange ideas and information and participate in projects. (Grade 10)
A student must collaborate and communicate globally in a digital environment. - The student can evaluate and apply online collaboration and communication tools to exchange ideas and information and participate in projects. (Grade 9)
A student must collaborate and communicate globally in a digital environment. - The student can explore how technology has expanded the learning environment beyond the traditional classroom. (Grade 1)
A student must collaborate and communicate globally in a digital environment. - The student can explore how technology has expanded the learning environment beyond the traditional classroom. (Grade 2)
A student must collaborate and communicate globally in a digital environment. - The student can explore how technology has expanded the learning environment beyond the traditional classroom. (Grade 3)
A student must collaborate and communicate globally in a digital environment. - The student can explore how technology has expanded the learning environment beyond the traditional classroom. (Grade 4)
A student must collaborate and communicate globally in a digital environment. - The student can explore how technology has expanded the learning environment beyond the traditional classroom. (Kindergarten)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore online collaboration and communication tools. (Grade 1)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore online collaboration and communication tools. (Grade 2)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore online collaboration and communication tools. (Grade 3)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore online collaboration and communication tools. (Grade 4)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore online collaboration and communication tools. (Kindergarten)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore safe, legal, and responsible use of digital collaboration and communication tools. (Grade 1)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore safe, legal, and responsible use of digital collaboration and communication tools. (Grade 2)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore safe, legal, and responsible use of digital collaboration and communication tools. (Grade 3)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore safe, legal, and responsible use of digital collaboration and communication tools. (Grade 4)
A student must collaborate and communicate globally in a digital environment. - The student can identify and explore safe, legal, and responsible use of digital collaboration and communication tools. (Kindergarten)
A student must collaborate and communicate globally in a digital environment. - The student can select and use online collaboration and communication tools. (Grade 5)
A student must collaborate and communicate globally in a digital environment. - The student can select and use online collaboration and communication tools. (Grade 6)
A student must collaborate and communicate globally in a digital environment. - The student can select and use online collaboration and communication tools. (Grade 7)
A student must collaborate and communicate globally in a digital environment. - The student can select and use online collaboration and communication tools. (Grade 8)
A student must collaborate and communicate globally in a digital environment. - The student can synthesize and communicate the results of research and learning with others using various digital tools. (Grade 10)
A student must collaborate and communicate globally in a digital environment. - The student can synthesize and communicate the results of research and learning with others using various digital tools. (Grade 11)
A student must collaborate and communicate globally in a digital environment. - The student can synthesize and communicate the results of research and learning with others using various digital tools. (Grade 12)
A student must collaborate and communicate globally in a digital environment. - The student can synthesize and communicate the results of research and learning with others using various digital tools. (Grade 9)
A student must collaborate and communicate globally in a digital environment. - The student can use collaboration and communication tools in a safe, legal, and responsible manner. (Grade 5)
A student must collaborate and communicate globally in a digital environment. - The student can use collaboration and communication tools in a safe, legal, and responsible manner. (Grade 6)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner. (Grade 7)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner. (Grade 8)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner and advocate for such use by others. (Grade 10)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner and advocate for such use by others. (Grade 11)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner and advocate for such use by others. (Grade 12)
A student must collaborate and communicate globally in a digital environment. - The student can use digital collaboration and communication tools in a safe, legal, and responsible manner and advocate for such use by others. (Grade 9)
A student must collaborate and communicate globally in a digital environment. - The student can use technology in a global learning environment. (Grade 5)
A student must collaborate and communicate globally in a digital environment. - The student can use technology in a global learning environment. (Grade 6)
A student must collaborate and communicate globally in a digital environment. - The student can use technology in a global learning environment. (Grade 7)
A student must collaborate and communicate globally in a digital environment. - The student can use technology in a global learning environment. (Grade 8)
A student must evaluate the product and learning process: appraise task completion process (e.g., self-regulation, time management, etc.).
A student must evaluate the product and learning process: compare product to criteria.
A student must evaluate the product and learning process: compare self-assessment to teacher and peer evaluations (e.g., rubrics, wikis, blogs, class discussion).
A student must evaluate the product and learning process: consider revision, editing, rewriting based on assessments (self, peer, teacher).
A student must evaluate the product and learning process: criteria final product (e.g., self, teacher, peers).
A student must evaluate the product and learning process: critique final product (e.g., self, teacher, peers).
A student must evaluate the product and learning process: critique final product (e.g., self, teacher, peers). Grade 6
A student must evaluate the product and learning process: describe how well the process worked.
A student must evaluate the product and learning process: describe product's strengths and weaknesses according to task criteria.
A student must evaluate the product and learning process: determine whether the prescribed process was followed.
A student must evaluate the product and learning process: discuss areas for improvement in the process.
A student must evaluate the product and learning process: discuss how well the process worked.
A student must evaluate the product and learning process: discuss ideas for improvement of the product.
A student must evaluate the product and learning process: discuss the steps that were used.
A student must evaluate the product and learning process: evaluate product's strengths and weaknesses according to task criteria.
A student must evaluate the product and learning process: evaluate time management throughout the process.
A student must evaluate the product and learning process: evaluate time management throughout the process - Grade 11, 12
A student must evaluate the product and learning process: examine task completion process. Grade 7
A student must evaluate the product and learning process: examine task completion process (e.g., self-regulation, time management, etc.)
A student must evaluate the product and learning process: examine the strengths and weaknesses of the process.
A student must evaluate the product and learning process: explain the steps that were used in his/her own words.
A student must evaluate the product and learning process: explore ideas for improvement of the product.
A student must evaluate the product and learning process: generate ideas for improvement of the product.
A student must evaluate the product and learning process: identify areas for improvement in the process.
A student must evaluate the product and learning process: identify areas for improvement in the process. Grade 7
A student must evaluate the product and learning process: identify areas for improvement in the process. Grade 8
A student must evaluate the product and learning process: identify areas for improvement in the product.
A student must evaluate the product and learning process: identify areas for improvement of the product.
A student must evaluate the product and learning process: identify areas for improvement of the product. Grade 7
A student must evaluate the product and learning process: identify areas for improving the product.
A student must evaluate the product and learning process: identify product's strengths and weaknesses according to task criteria.
A student must evaluate the product and learning process: judge final product.
A student must evaluate the product and learning process: judge final product (e.g., self, teacher, peers).
A student must evaluate the product and learning process: judge the strengths and weaknesses of the process.
A student must evaluate the product and learning process: reflect on final product.
A student must evaluate the product and learning process: reflect on the process to make improvements.
A student must evaluate the product and learning process: reflect on the process to make improvements - Grade 11, 12
A student must evaluate the product and learning process: retell the steps that were used.
A student must evaluate the product and learning process: revise, edit, rewrite based on assessments (self, peer, teacher).
A student must evaluate the product and learning process: self-assess the product.
A student must evaluate the product and learning process: self-evaluate product's strengths and weaknesses according to task criteria.
A student must evaluate the product and learning process: summarize the steps of the process.
A student must evaluate the product and learning process: use guidelines to compare self-assessment to teacher and peer evaluation (e.g., rubrics, wikis, blogs, class discussion).
A student must evaluate the product and learning process: use guidelines to compare self-evaluation to teacher and peer evaluations.
A student must evaluate the product and learning process: use guidelines to self-assess the product.
A student must identify the task and determine the resources needed: appraise authority and usefulness of resources.
A student must identify the task and determine the resources needed: appraise depth of complexity of the problem.
A student must identify the task and determine the resources needed: appraise validity, authority, and usefulness of resources.
A student must identify the task and determine the resources needed: assess need for more or less information.
A student must identify the task and determine the resources needed: assess whether the topic is too narrow/broad and adjust accordingly.
A student must identify the task and determine the resources needed: broaden or narrow topic.
A student must identify the task and determine the resources needed: broaden or narrow topic. Grade 6
A student must identify the task and determine the resources needed: broaden or narrow topic. Grade 7
A student must identify the task and determine the resources needed: broaden or narrow topic. Grade 8
A student must identify the task and determine the resources needed: choose resources from a limited selection.
A student must identify the task and determine the resources needed: compare and contrast all selected topic-related resources.
A student must identify the task and determine the resources needed: compile a list of possible resources (e.g., Intralocal, Interlocal).
A student must identify the task and determine the resources needed: compile a list of possible resources (e.g., print, nonprint, and digital).
A student must identify the task and determine the resources needed: confirm usefulness of keywords.
A student must identify the task and determine the resources needed: construct a list of possible resources.
A student must identify the task and determine the resources needed: define primary and secondary sources.
A student must identify the task and determine the resources needed: determine relevant resources to solve the problem or task.
A student must identify the task and determine the resources needed: determine the currency of resources.
A student must identify the task and determine the resources needed: develop a range of questions.
A student must identify the task and determine the resources needed: develop and refine a range of questions.
A student must identify the task and determine the resources needed: develop essential questions which go beyond facts (probing questions) into the problem.
A student must identify the task and determine the resources needed: discuss and identify possible resources (print, nonprint, digital, community resources).
A student must identify the task and determine the resources needed: discuss possible resources (print, nonprint, digital, community resources).
A student must identify the task and determine the resources needed: discuss the steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: distinguish between and incorporate appropriate primary/secondary sources.
A student must identify the task and determine the resources needed: evaluate all selected topic-related resources based on task criteria.
A student must identify the task and determine the resources needed: explore possible resources (print, nonprint, digital, community resources).
A student must identify the task and determine the resources needed: formulate and authenticate keywords within the problem.
A student must identify the task and determine the resources needed: formulate keywords within the problem.
A student must identify the task and determine the resources needed: formulate questions or steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: formulate questions or steps needed to solve the problem or task gr 6.
A student must identify the task and determine the resources needed: formulate steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: formulate steps needed to solve the problem or task. GRade 8
A student must identify the task and determine the resources needed: identify, list, and interpret information requirements of the task.
A student must identify the task and determine the resources needed: identify a variety of resources Gr 8.
A student must identify the task and determine the resources needed: identify accurate information (relevance, appropriateness, detail, currency, authority, bias).
A student must identify the task and determine the resources needed: identify and defend usefulness of resources selected.
A student must identify the task and determine the resources needed: identify and select useful resources.
A student must identify the task and determine the resources needed: identify appropriately current resources.
A student must identify the task and determine the resources needed: identify appropriately current resources. Grade 8
A student must identify the task and determine the resources needed: identify keywords.
A student must identify the task and determine the resources needed: identify keywords. Grade 7
A student must identify the task and determine the resources needed: identify one or two keywords.
A student must identify the task and determine the resources needed: identify or generate keywords.
A student must identify the task and determine the resources needed: identify point of view and bias in resources.
A student must identify the task and determine the resources needed: identify point of view and bias in resources. Grade 8
A student must identify the task and determine the resources needed: identify point of view in resources.
A student must identify the task and determine the resources needed: identify point of view in resources. Grade 6
A student must identify the task and determine the resources needed: identify possible resources to solve the problem or task Gr 7.
A student must identify the task and determine the resources needed: identify the copyright date to determine the currency of resources.
A student must identify the task and determine the resources needed: identify the topic.
A student must identify the task and determine the resources needed: identify topic.
A student must identify the task and determine the resources needed: identify useful resources.
A student must identify the task and determine the resources needed: identify useful resources. Grade 6
A student must identify the task and determine the resources needed: identify useful resources. Grade 7
A student must identify the task and determine the resources needed: implement essential questions which go beyond facts (probing questions) into the problem.
A student must identify the task and determine the resources needed: incorporate primary and/or secondary sources appropriately.
A student must identify the task and determine the resources needed: interpret information for relevance, appropriateness, detail, currency, authority, and bias.
A student must identify the task and determine the resources needed: interpret prior and background knowledge.
A student must identify the task and determine the resources needed: judge authority and usefulness of resources.
A student must identify the task and determine the resources needed: list information requirements of the task.
A student must identify the task and determine the resources needed: list information requirements of the task. Grade 6
A student must identify the task and determine the resources needed: list information requirements of the task. Grade 7
A student must identify the task and determine the resources needed: list keywords from topic.
A student must identify the task and determine the resources needed: list possible resources to solve the problem or task
A student must identify the task and determine the resources needed: list possible resources to solve the problem or task.
A student must identify the task and determine the resources needed: listen and retell the problem or task.
A student must identify the task and determine the resources needed: listen and retell the steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: listen and retell the topic.
A student must identify the task and determine the resources needed: listen to the steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: narrow/broaden the topic based on initial results.
A student must identify the task and determine the resources needed: paraphrase task.
A student must identify the task and determine the resources needed: paraphrase task. Grade 8
A student must identify the task and determine the resources needed: recognize task-related vocabulary and keywords.
A student must identify the task and determine the resources needed: recognize the problem or task.
A student must identify the task and determine the resources needed: reevaluate the problem and resources, refine if needed.
A student must identify the task and determine the resources needed: reevaluate the problems and resources, refine if needed.
A student must identify the task and determine the resources needed: restate the problem or task in their own words.
A student must identify the task and determine the resources needed: retell keywords.
A student must identify the task and determine the resources needed: retell the steps needed to solve the problem or task.
A student must identify the task and determine the resources needed: select appropriate resources to solve the problem
A student must identify the task and determine the resources needed: select appropriate resources to solve the problem.
A student must identify the task and determine the resources needed: select the best resources.
A student must identify the task and determine the resources needed: select the best resources. Grade 7
A student must identify the task and determine the resources needed: select the best resources. Grade 8
A student must identify the task and determine the resources needed: summarize task.
A student must identify the task and determine the resources needed: summarize task gr 6.
A student must identify the task and determine the resources needed: use primary and secondary sources.
A student must identify the task and determine the resources needed: use primary and secondary sources. Grade 8
A student must identify the task and determine the resources needed: use prior and background knowledge.
A student must identify the task and determine the resources needed: use task related vocabulary and keywords.
A student must identify the task and determine the resources needed: validate usefulness of keywords.
A student must locate sources, use information, and present findings: access and search available digital resources.
A student must locate sources, use information, and present findings: access and search available print and nonprint material including the library catalog (using advanced searches).
A student must locate sources, use information, and present findings: arrange information into a format to accomplish task (e.g., outlines, graphic organizers).
A student must locate sources, use information, and present findings: arrange information into a format to accomplish the task (e.g., outlines, graphic organizers).
A student must locate sources, use information, and present findings: assess information extracted to solve the problem.
A student must locate sources, use information, and present findings: assess information extracted to solve the problem - Grade 11, 12
A student must locate sources, use information, and present findings: choose keywords to locate and cross reference information to match the task (e.g., index, table of contents, glossary).
A student must locate sources, use information, and present findings: choose the appropriate medium for presentation based on audience (e.g., oral, written, or digital).
A student must locate sources, use information, and present findings: choose the appropriate medium for presentation based on audience (e.g., oral, written, or digital) - Grade 11, 12
A student must locate sources, use information, and present findings: cite each source.
A student must locate sources, use information, and present findings: cite each source. Grade 6
A student must locate sources, use information, and present findings: cite each source. Grade 7
A student must locate sources, use information, and present findings: cite each source. Grade 8
A student must locate sources, use information, and present findings: cite each source - Grade 11, 12
A student must locate sources, use information, and present findings: cite each source - Grade 9, 10
A student must locate sources, use information, and present findings: cite sources (e.g., title/author/copyright).
A student must locate sources, use information, and present findings: compare fiction and nonfiction resources.
A student must locate sources, use information, and present findings: compile information (note taking, graphic organizers, etc.).
A student must locate sources, use information, and present findings: construct a product that meets task criteria and is audience appropriate.
A student must locate sources, use information, and present findings: construct an original product that meets task criteria.
A student must locate sources, use information, and present findings: construct an original product that meets task criteria. Grade 6
A student must locate sources, use information, and present findings: construct meaning from text by reading for purpose.
A student must locate sources, use information, and present findings: create original product.
A student must locate sources, use information, and present findings: create original product - Grade 11, 12
A student must locate sources, use information, and present findings: credit sources.
A student must locate sources, use information, and present findings: demonstrate ability to access and search available digital resources.
A student must locate sources, use information, and present findings: demonstrate ability to access and search available print and nonprint material including the library catalog (using advanced searches).
A student must locate sources, use information, and present findings: demonstrate active listening.
A student must locate sources, use information, and present findings: design and create an original product appropriate to task criteria and audience.
A student must locate sources, use information, and present findings: design original work following established guidelines.
A student must locate sources, use information, and present findings: determine if the resource is useful (relevant, appropriate, detailed, current, authority, biased).
A student must locate sources, use information, and present findings: determine the correct usage of summaries, paraphrases, and direct quotations, then replicate.
A student must locate sources, use information, and present findings: differentiate between subscription and free Web resources.
A student must locate sources, use information, and present findings: discuss contextual clues.
A student must locate sources, use information, and present findings: discuss if the resource is useful (relevant, appropriate, detailed, current, authority, biased).
A student must locate sources, use information, and present findings: discuss main ideas and details.
A student must locate sources, use information, and present findings: discuss parts of a book (e.g. author, illustrator, spine, title page).
A student must locate sources, use information, and present findings: discuss parts of a book (e.g. spine, spine label, title page, copyright).
A student must locate sources, use information, and present findings: document location of information within resources.
A student must locate sources, use information, and present findings: evaluate and differentiate the domain within the URL.
A student must locate sources, use information, and present findings: evaluate resource for accuracy, relevance, authority, detail, currency, bias.
A student must locate sources, use information, and present findings: evaluate resource for accuracy, relevance, authority,detail, currency,bias Gr 11-12.
A student must locate sources, use information, and present findings: evaluate the process, refine if needed.
A student must locate sources, use information, and present findings: evaluate the process, refine if needed - Grade 11, 12
A student must locate sources, use information, and present findings: explore fiction and nonfiction resources.
A student must locate sources, use information, and present findings: explore main ideas.
A student must locate sources, use information, and present findings: explore text using guide words/captions/bold words/headings.
A student must locate sources, use information, and present findings: follow criteria to evaluate resource for accuracy, relevance, authority, detail, currency, bias.
A student must locate sources, use information, and present findings: follow evaluative criteria to match the resource to the task.
A student must locate sources, use information, and present findings: gather information relevant to the formulated questions.
A student must locate sources, use information, and present findings: gather information relevant to the formulated questions - Grade 11, 12
A student must locate sources, use information, and present findings: identify and discuss the domain within the URL.
A student must locate sources, use information, and present findings: identify and include divergent perspectives during information gathering.
A student must locate sources, use information, and present findings: identify audience.
A student must locate sources, use information, and present findings: identify audience. Grade 6
A student must locate sources, use information, and present findings: identify divergent perspectives during information gathering.
A student must locate sources, use information, and present findings: identify index/table of contents/glossary.
A student must locate sources, use information, and present findings: identify keywords and keyword phrases by skimming and scanning.
A student must locate sources, use information, and present findings: identify keywords and keyword phrases by skimming and scanning. Grade 7
A student must locate sources, use information, and present findings: identify keywords and keyword phrases by skimming and scanning. Grade 8
A student must locate sources, use information, and present findings: identify main ideas and details.
A student must locate sources, use information, and present findings: identify parts of a book (e.g., spine, spine label, title page, copyright).
A student must locate sources, use information, and present findings: identify point of view and bias in resources.
A student must locate sources, use information, and present findings: identify point of view and bias in resources. Grade 8
A student must locate sources, use information, and present findings: identify point of view in resources.
A student must locate sources, use information, and present findings: identify point of view in resources. Grade 6
A student must locate sources, use information, and present findings: identify relevant information (e.g., through note taking, graphic organizers, etc.)
A student must locate sources, use information, and present findings: identify topic keywords.
A student must locate sources, use information, and present findings: identify usefulness of resources (relevant, appropriate, detail, currently, authority, and bias).
A student must locate sources, use information, and present findings: judge usefulness of resources. Grade 7
A student must locate sources, use information, and present findings: judge usefulness of resources. Grade 8
A student must locate sources, use information, and present findings: judge usefulness of resources (relevant, appropriate, detail, currency, authority, and bias).
A student must locate sources, use information, and present findings: listen and identify relevant information (e.g., main idea, details).
A student must locate sources, use information, and present findings: listen and view for purpose.
A student must locate sources, use information, and present findings: locate, summarize, and paraphrase relevant information.
A student must locate sources, use information, and present findings: locate a variety of resources.
A student must locate sources, use information, and present findings: locate and summarize relevant information.
A student must locate sources, use information, and present findings: locate basic sections in the library (e.g., fiction, nonfiction, periodicals)
A student must locate sources, use information, and present findings: locate fiction resources using call number.
A student must locate sources, use information, and present findings: locate keywords by skimming and scanning.
A student must locate sources, use information, and present findings: locate major sections in the library (e.g., fiction, nonfiction, biography, reference, periodicals).
A student must locate sources, use information, and present findings: locate resources. Grade 7
A student must locate sources, use information, and present findings: locate resources (e.g., call number, URL, link)
A student must locate sources, use information, and present findings: locate resources (e.g., call number, URL, link).
A student must locate sources, use information, and present findings: locate resources using a call number.
A student must locate sources, use information, and present findings: locate resources using a library catalog and/or database.
A student must locate sources, use information, and present findings: locate resources using search techniques (e.g., keywords, Boolean/limiter, phrase, title, author, subject).
A student must locate sources, use information, and present findings: narrow search results independently using limiters within a digital search.
A student must locate sources, use information, and present findings: narrow search results using limiters within a digital search.
A student must locate sources, use information, and present findings: navigate within a digital database.
A student must locate sources, use information, and present findings: organize and select relevant information (e.g., graphic organizer, sort notes, etc.).
A student must locate sources, use information, and present findings: organize information (e.g., graphic organizer, sort notes, etc.).
A student must locate sources, use information, and present findings: participate in Library/Media orientation.
A student must locate sources, use information, and present findings: perform advanced searches within digital resources (e.g., Web pages, digital collections, search engines, databases).
A student must locate sources, use information, and present findings: perform an advanced search using search engine(s) and digital database(s).
A student must locate sources, use information, and present findings: present and defend the product.
A student must locate sources, use information, and present findings: present and defend the product - Grade 11, 12
A student must locate sources, use information, and present findings: present final product in appropriate format.
A student must locate sources, use information, and present findings: present final product in appropriate format. Grade 8
A student must locate sources, use information, and present findings: present final product in assigned format.
A student must locate sources, use information, and present findings: present final product in assigned format. Grade 6
A student must locate sources, use information, and present findings: read, listen, and view with guided purpose to accomplish task.
A student must locate sources, use information, and present findings: read, listen, and view with guided purpose to accomplish task. Grade 6
A student must locate sources, use information, and present findings: read, listen, and view with purpose to accomplish task.
A student must locate sources, use information, and present findings: read, listen and view with purpose to accomplish task.
A student must locate sources, use information, and present findings: read, view, and listen for information.
A student must locate sources, use information, and present findings: read, view, and listen to make inferences.
A student must locate sources, use information, and present findings: read, view, and listen to make inferences - Grade 11, 12
A student must locate sources, use information, and present findings: read, view, or listen for information.
A student must locate sources, use information, and present findings: read and listen for purpose.
A student must locate sources, use information, and present findings: recognize and use digital indexes. Grade 6
A student must locate sources, use information, and present findings: recognize and use digital indexes (e.g., subject directory).
A student must locate sources, use information, and present findings: recognize and utilize contextual clues.
A student must locate sources, use information, and present findings: recognize contextual clues.
A student must locate sources, use information, and present findings: recognize guide words/captions/bold words/headings.
A student must locate sources, use information, and present findings: recognize main ideas/details.
A student must locate sources, use information, and present findings: recognize picture clues.
A student must locate sources, use information, and present findings: recognize the differences between summarizing, paraphrasing and/or direct quotation.
A student must locate sources, use information, and present findings: recognize the library personnel.
A student must locate sources, use information, and present findings: record location of information within resources.
A student must locate sources, use information, and present findings: record location of information within resources. Grade 6
A student must locate sources, use information, and present findings: record location of information within resources. Grade 7
A student must locate sources, use information, and present findings: record location of information within resources. Grade 8
A student must locate sources, use information, and present findings: record location of information within resources - Grade 9, 10
A student must locate sources, use information, and present findings: retell key information.
A student must locate sources, use information, and present findings: retell relevant information.
A student must locate sources, use information, and present findings: review and refine the gathered information.
A student must locate sources, use information, and present findings: review and refine the gathered information - Grade 11, 12
A student must locate sources, use information, and present findings: sequence and sort information.
A student must locate sources, use information, and present findings: sequence information.
A student must locate sources, use information, and present findings: skim and/or scan for information.
A student must locate sources, use information, and present findings: sort and categorize gathered information (e.g., graphic organizers, note cards, outline).
A student must locate sources, use information, and present findings: sort and categorize gathered information (e.g., graphic organizers, note cards, outline) - Grade 11, 12
A student must locate sources, use information, and present findings: sort within digital databases (e.g., relevance, date, publication, author)
A student must locate sources, use information, and present findings: sort within selected digital databases (e.g., relevance, date, publication, author).
A student must locate sources, use information, and present findings: summarize, paraphrase, and/or directly quote facts and details relevant to the question (e.g., note taking).
A student must locate sources, use information, and present findings: summarize and paraphrase relevant information.
A student must locate sources, use information, and present findings: summarize information.
A student must locate sources, use information, and present findings: summarize information using appropriate tools (e.g., graphic organizer, etc.)
A student must locate sources, use information, and present findings: transfer information into a prescribed format to accomplish task (e.g., outlines, graphic organizers, note cards).
A student must locate sources, use information, and present findings: transfer information into a prescribed format to accomplish task (e.g., outlines, graphic organizers, note cards). Grade 6
A student must locate sources, use information, and present findings: transfer information through note taking.
A student must locate sources, use information, and present findings: use a variety of available search tools and methods (e.g., library catalog, indexes, search engines, subject directory, Boolean searches, digital databases, library personnel).
A student must locate sources, use information, and present findings: use a variety of available search tools and methods to locate resources.
A student must locate sources, use information, and present findings: use a variety of available search tools and methods to locate resources. Grade 6
A student must locate sources, use information, and present findings: use a variety of search techniques to locate resources.
A student must locate sources, use information, and present findings: use available search tools to locate resources (e.g., library catalog, indexes, search engines, subject directory, digital databases, library personnel).
A student must locate sources, use information, and present findings: use glossaries and tables of contents.
A student must locate sources, use information, and present findings: use glossaries and tables of contents. Grade 6
A student must locate sources, use information, and present findings: use glossaries and tables of contents. Grade 7
A student must locate sources, use information, and present findings: use glossaries and tables of contents. Grade 8
A student must locate sources, use information, and present findings: use guide words/captions, bold words/headings.
A student must locate sources, use information, and present findings: use guide words/captions/bold words/headings.
A student must locate sources, use information, and present findings: use keywords to locate and cross-reference information to match the task (e.g., index, table of contents, glossary.
A student must locate sources, use information, and present findings: use multiple print and digital indexes.
A student must locate sources, use information, and present findings: use multiple search tools and methods (e.g., library catalog, indexes, search engines, subject directory, Boolean searches, digital databases, library personnel).
A student must locate sources, use information, and present findings: use note taking to transfer information.
A student must locate sources, use information, and present findings: use note taking to transfer information. Grade 7
A student must locate sources, use information, and present findings: use print and digital indexes (e.g., subject directory).
A student must locate sources, use information, and present findings: use print indexes.
A student must locate sources, use information, and present findings: use print indexes. Grade 6
A student must locate sources, use information, and present findings: use search techniques to locate resources (e.g., keywords, Boolean, phrase, title, author, and subject).
A student must locate sources, use information, and present findings: use search techniques to locate resources (e.g., keywords, Boolean/limiters, phrase, title, author, and subject).
A student must locate sources, use information, and present findings: use search techniques to locate resources (e.g., keywords, Boolean/limiters, phrase, title, author and subject).
A student must locate sources, use information, and present findings: use subscription databases and free Web resources.
A student must locate sources, use information, and present findings: use teacher provided note taking method to transfer information.
A student must locate sources, use information, and present findings: utilize index/table of contents/glossary, if applicable.
A student must locate sources, use information, and present findings: utilize library facility.
A student must locate sources, use information, and present findings: utilize library facility. Grade 7
A student must locate sources, use information, and present findings: utilize library facility. Grade 8
A student must locate sources, use information, and present findings: utilize library facility - Grade 11, 12
A student must locate sources, use information, and present findings: utilize library facility - Grade 9, 10
A student must locate sources, use information, and present findings: view and listen for information.
A student must locate sources, use information, and present findings:construct meaning from text by reading for purpose.
A student must possess a functional understanding of technology concepts and operations.- The student can show skills needed to use communication, information, and processing technologies. (Kindergarten)
A student must possess a functional understanding of technology concepts and operations.- The student can transfer current knowledge to learning of new technology skills. (Kindergarten)
A student must possess a functional understanding of technology concepts and operations.- The student can use appropriate terminology when communicating about current technology. (Kindergarten)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 10)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 11)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 12)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 5)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 6)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 7)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 8)
A student must possess a functional understanding of technology concepts and operations. - The student can apply and refine the skills needed to use communication, information, and processing technologies. (Grade 9)
A student must possess a functional understanding of technology concepts and operations. - The student can show skills needed to use communication, information, and processing technologies. (Grade 1)
A student must possess a functional understanding of technology concepts and operations. - The student can show skills needed to use communication, information, and processing technologies. (Grade 2)
A student must possess a functional understanding of technology concepts and operations. - The student can show skills needed to use communication, information, and processing technologies. (Grade 3)
A student must possess a functional understanding of technology concepts and operations. - The student can show skills needed to use communication, information, and processing technologies. (Grade 4)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 1)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 10)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 11)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 12)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 2)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 3)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 4)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 5)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 6)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 7)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 8)
A student must possess a functional understanding of technology concepts and operations. - The student can transfer current knowledge to learning of new technology skills. (Grade 9)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology.. (Grade 5)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology.. (Grade 6)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 1)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 10)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 11)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 12)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 2)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 3)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 4)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 7)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 8)
A student must possess a functional understanding of technology concepts and operations. - The student can use appropriate terminology when communicating about current technology. (Grade 9)
A student must pursue personal interests through literature and other creative expressions: Correlate personal interest to a genre.
A student must pursue personal interests through literature and other creative expressions: Explore a variety of formats based on personal interest.
A student must pursue personal interests through literature and other creative expressions: Recognize and acknowledge cultural impact upon creative expression (e.g., art, tradition, religion, language).
A student must pursue personal interests through literature and other creative expressions: access and use a variety of available digital resources.
A student must pursue personal interests through literature and other creative expressions: access and use a variety of digital resources.
A student must pursue personal interests through literature and other creative expressions: access and use assigned digital resources.
A student must pursue personal interests through literature and other creative expressions: access and use available digital resources.
A student must pursue personal interests through literature and other creative expressions: access and use interlocal and/or intralocal resources. Grade 8
A student must pursue personal interests through literature and other creative expressions: access and use interlocal and/or intralocal resources (e.g., public libraries, other school libraries, bookmobile, infomobile, interlibrary loan).
A student must pursue personal interests through literature and other creative expressions: access interlocal and/or intralocal resources. Grade 6
A student must pursue personal interests through literature and other creative expressions: access interlocal and/or intralocal resources (e.g., public libraries, other school libraries, bookmobile, infomobile, inter-library loan).
A student must pursue personal interests through literature and other creative expressions: access online and electronic libraries and resources (e.g., ILL, e-books, etc.).
A student must pursue personal interests through literature and other creative expressions: access resources beyond the school library (e.g., online, digital, other libraries, interlibrary loan services, museums).
A student must pursue personal interests through literature and other creative expressions: access resources beyond the school library (e.g., online, digital, other libraries, interlibrary loan services, museums) - Grade 11, 12
A student must pursue personal interests through literature and other creative expressions: compare and contrast a variety of cultural materials (including Montana American Indians).
A student must pursue personal interests through literature and other creative expressions: compare and contrast different formats (e.g., audio, digital, fiction, nonfiction).
A student must pursue personal interests through literature and other creative expressions: compare and contrast different formats (e.g., playaways, audio, digital, fiction, nonfiction).
A student must pursue personal interests through literature and other creative expressions: compare and contrast examples of diversity in cultural expression.
A student must pursue personal interests through literature and other creative expressions: compare and contrast examples of diversity in cultural expression - Grade 11, 12
A student must pursue personal interests through literature and other creative expressions: compare and contrast the characteristics of various genres.
A student must pursue personal interests through literature and other creative expressions: compare and contrast the characteristics of various genres. Grade 8
A student must pursue personal interests through literature and other creative expressions: compare and contrast the diversity of cultural expression.
A student must pursue personal interests through literature and other creative expressions: correlate personal interest to a genre.
A student must pursue personal interests through literature and other creative expressions: define types of genres in own words (e.g., fairy tales, folktales, mystery, etc.).
A student must pursue personal interests through literature and other creative expressions: describe preferred genre.
A student must pursue personal interests through literature and other creative expressions: discover types of genres (e.g., fairy tales, folktales, mysteries, etc.).
A student must pursue personal interests through literature and other creative expressions: evaluate selected materials for cultural perspective and authenticity.
A student must pursue personal interests through literature and other creative expressions: evaluate selected materials for cultural perspective and authenticity - Grade 11, 12
A student must pursue personal interests through literature and other creative expressions: examine a variety of cultural materials (including Montana American Indians).
A student must pursue personal interests through literature and other creative expressions: examine a variety of cultural resources (including Montana American Indian resources).
A student must pursue personal interests through literature and other creative expressions: examine available cultural resources.
A student must pursue personal interests through literature and other creative expressions: examine available cultural resources (e.g., print, nonprint, database, online references, do, review indexes, community).
A student must pursue personal interests through literature and other creative expressions: experiment with a variety of formats.
A student must pursue personal interests through literature and other creative expressions: explain and justify preferred genre.
A student must pursue personal interests through literature and other creative expressions: explain and justify preferred genre. Grade 8
A student must pursue personal interests through literature and other creative expressions: explain how culture impacts creative expression.
A student must pursue personal interests through literature and other creative expressions: explain preferred genre.
A student must pursue personal interests through literature and other creative expressions: explore a variety of available resources related to interest.
A student must pursue personal interests through literature and other creative expressions: explore a variety of formats based on personal interest.
A student must pursue personal interests through literature and other creative expressions: explore a variety of formats with guidance.
A student must pursue personal interests through literature and other creative expressions: explore a variety of genres for pleasure.
A student must pursue personal interests through literature and other creative expressions: explore and define Intellectual Freedom (e.g., banned books, propaganda, challenged books).
A student must pursue personal interests through literature and other creative expressions: explore and discuss intellectual freedom (e.g., banned books, propaganda, challenged books).
A student must pursue personal interests through literature and other creative expressions: explore award winning literature (e.g., Caldecott, Newbery, Treasure State, Young Reader's Choice, Coretta Scott King, etc.).
A student must pursue personal interests through literature and other creative expressions: explore award winning literature (e.g., Caldecott, Treasure State, etc.)
A student must pursue personal interests through literature and other creative expressions: explore community resources (e.g., school library, public library, college library, museum, community members, etc.).
A student must pursue personal interests through literature and other creative expressions: explore how the elements of culture impact creative expression (e.g., religion, family, nationality).
A student must pursue personal interests through literature and other creative expressions: explore online and electronic libraries and resources (e.g., ILL, e-books, etc.).
A student must pursue personal interests through literature and other creative expressions: explore various formats.
A student must pursue personal interests through literature and other creative expressions: explore various formats. Grade 6
A student must pursue personal interests through literature and other creative expressions: express and defend opinion on selected resource.
A student must pursue personal interests through literature and other creative expressions: express and defend opinion on selected resources.
A student must pursue personal interests through literature and other creative expressions: express and justify areas of interest.
A student must pursue personal interests through literature and other creative expressions: express areas of interest.
A student must pursue personal interests through literature and other creative expressions: express areas of interest. Grade 7
A student must pursue personal interests through literature and other creative expressions: express ideas of interest.
A student must pursue personal interests through literature and other creative expressions: express opinion no selected resources.
A student must pursue personal interests through literature and other creative expressions: express opinion on selected resources.
A student must pursue personal interests through literature and other creative expressions: identify an author's cultural perspective.
A student must pursue personal interests through literature and other creative expressions: identify an author's cultural perspective. Grade 6
A student must pursue personal interests through literature and other creative expressions: identify and locate available cultural resources (e.g., print, nonprint, database, online references, indexes, community).
A student must pursue personal interests through literature and other creative expressions: identify available resources related to interest.
A student must pursue personal interests through literature and other creative expressions: identify available resources related to interest (e.g., print, nonprint, database, online references, indexes).
A student must pursue personal interests through literature and other creative expressions: identify award winning literature (e.g., Caldecott, Newbery, Treasure State, Young Reader's Choice, Coretta Scott King, etc.).
A student must pursue personal interests through literature and other creative expressions: identify personal interests.
A student must pursue personal interests through literature and other creative expressions: locate and select a variety of resources in interest areas.
A student must pursue personal interests through literature and other creative expressions: locate and select a variety of resources in interest areas. Grade 8
A student must pursue personal interests through literature and other creative expressions: locate and select materials from a variety of genres.
A student must pursue personal interests through literature and other creative expressions: locate and select resources in interest areas.
A student must pursue personal interests through literature and other creative expressions: locate and select resources in interest areas. Grade 6
A student must pursue personal interests through literature and other creative expressions: locate and use available community resources (e.g., presentations, guest speakers, museums, community members, organizations, government resources).
A student must pursue personal interests through literature and other creative expressions: locate and use available community resources (e.g., presentations, guest speakers, museums, community members, organizations, governments resources).
A student must pursue personal interests through literature and other creative expressions: locate and use community resources. Grade 8
A student must pursue personal interests through literature and other creative expressions: locate and use community resources (e.g., museums, community members, organizations, government resources).
A student must pursue personal interests through literature and other creative expressions: locate and use community resources (e.g., school library, public library, college library, museum, community members, etc.).
A student must pursue personal interests through literature and other creative expressions: locate personal interest print materials according to physical location.
A student must pursue personal interests through literature and other creative expressions: locate personal interest print materials using call numbers.
A student must pursue personal interests through literature and other creative expressions: recognize an author's cultural perspective.
A student must pursue personal interests through literature and other creative expressions: recognize an author's cultural perspective. Grade 7
A student must pursue personal interests through literature and other creative expressions: recognize an author's cultural perspective. Grade 8
A student must pursue personal interests through literature and other creative expressions: recognize and acknowledge cultural impact upon creative expression (e.g., art, tradition, religion, language).
A student must pursue personal interests through literature and other creative expressions: recognize and acknowledge cultural impact upon creative expression (e.g., art, tradition, religion, language) - Grade 11, 12
A student must pursue personal interests through literature and other creative expressions: recognize author's point of view.
A student must pursue personal interests through literature and other creative expressions: recognize that culture impacts creative expression (e.g., religion, family, nationality).
A student must pursue personal interests through literature and other creative expressions: recognize the characteristics of various genres.
A student must pursue personal interests through literature and other creative expressions: recognize the characteristics of various genres. Grade 6
A student must pursue personal interests through literature and other creative expressions: recognize the diversity of cultural Expression.
A student must pursue personal interests through literature and other creative expressions: recognize the diversity of cultural expression.
A student must pursue personal interests through literature and other creative expressions: recognize the diversity of cultural expression. Grade 6
A student must pursue personal interests through literature and other creative expressions: recognize the diversity of cultural expression. Grade 7
A student must pursue personal interests through literature and other creative expressions: recognize types of genres (e.g., fairy tales, folktales, mysteries, etc.).
A student must pursue personal interests through literature and other creative expressions: respond to materials from a variety of genres.
A student must pursue personal interests through literature and other creative expressions: select a variety of materials representing diverse cultures and viewpoints, including Montana American Indians.
A student must pursue personal interests through literature and other creative expressions: select a variety of materials representing diverse cultures and viewpoints, including Montana American Indians - Grade 11, 12
A student must pursue personal interests through literature and other creative expressions: select resources in assigned genres.
A student must pursue personal interests through literature and other creative expressions: select resources in assigned genres. Grade 6
A student must pursue personal interests through literature and other creative expressions: select resources in various genres.
A student must pursue personal interests through literature and other creative expressions: select resources in various genres. Grade 8
A student must pursue personal interests through literature and other creative expressions: self-select and critique literature in different genres.
A student must pursue personal interests through literature and other creative expressions: self select and critique literature in different genres.
A student must pursue personal interests through literature and other creative expressions: view and listen to a variety of cultural materials (including Montana American Indians).
A student must pursue personal interests through literature and other creative expressions: view and listen to available cultural resources (e.g., print, Nonprint, database, online references, indexes, community).
A student must pursue personal interests through literature and other creative expressions: view and listen to available cultural resources (e.g., print, nonprint, database, online references, indexes, community).
A student must use digital tools and resources for problem solving and decision making. - The student can collect data and information using digital tools. (Grade 2)
A student must use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 10)
A student must use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 9)
A student must use digital tools and resources for problem solving and decision making. - The student can evaluate and synthesize data and information. (Grade 10)
A student must use digital tools and resources for problem solving and decision making. - The student can evaluate and synthesize data and information. (Grade 9)
A student must use digital tools and resources for problem solving and decision making. - The student can identify and investigate a problem and generate possible solutions. (Grade 2)
A student must use digital tools and resources for problem solving and decision making. - The student can identify the accuracy, diversity, and point of view, including Montana American Indians, of digital information. (Grade 2)
A student must use digital tools and resources for problem solving and decision making. - The student can organize collected data and information using a variety of tools. (Grade 2)
A student must use digital tools and resources for problem solving and decision making. - The student can select from an array of digital tools to organize and analyze data from a variety of resources. (Grade 10)
A student must use digital tools and resources for problem solving and decision making. - The student can select from an array of digital tools to organize and analyze data from a variety of resources. (Grade 9)
A student must use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 10)
A student must use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 9)
A student must use digital tools and resources for problem solving and decision making. - The student can use digital tools and skills to construct new personal understandings. (Grade 2)
A student must use digital tools and resources for problem solving and decision making. - The student can use multiple approaches and diverse perspectives, including Montana American Indians, to explore alternative solutions. (Grade 10)
A student must use digital tools and resources for problem solving and decision making. - The student can use multiple approaches and diverse perspectives, including Montana American Indians, to explore alternative solutions. (Grade 9)
A student must use information safely, ethically and legally: adhere to acceptable use policies (e.g., technology/media, loan policies)
A student must use information safely, ethically and legally: adhere to acceptable use policies (e.g., technology/media, loan policies).
A student must use information safely, ethically and legally: adhere to copyright laws. Grade 7
A student must use information safely, ethically and legally: adhere to copyright laws. Grade 8
A student must use information safely, ethically and legally: adhere to copyright laws (e.g., fair use, creative commons, plagiarism, public domain).
A student must use information safely, ethically and legally: adhere to copyright laws (e.g., fair use, creative commons, plagiarism, public domain). Grade 6
A student must use information safely, ethically and legally: adhere to copyright laws (e.g., fair use, creative commons, plagiarism, public domain) - Grade 11, 12
A student must use information safely, ethically and legally: adhere to copyright laws (e.g., fair use, creative commons, plagiarism, public domain) - Grade 9, 10
A student must use information safely, ethically and legally: apply netiquette guidelines in online settings (e.g., blogs, wikis, Web 2.0).
A student must use information safely, ethically and legally: cite sources (e.g., title/author/copyright).
A student must use information safely, ethically and legally: collaborate and participate effectively within a safe, social environment. Grade 8
A student must use information safely, ethically and legally: collaborate and participate effectively within a safe, social environment (e.g., face to face, blended learning.
A student must use information safely, ethically and legally: collaborate and participate effectively within a safe, social environment (e.g., group work, public spaces, face-to-face).
A student must use information safely, ethically and legally: collaborate and participate effectively within a safe, social environment (e.g., group work, public spaces, face to face).
A student must use information safely, ethically and legally: collaborates and participates effectively within a safe, social environment (e.g., group work, public spaces, face to face).
A student must use information safely, ethically and legally: comply with district acceptable use policy.
A student must use information safely, ethically and legally: comply with district technology use policy.
A student must use information safely, ethically and legally: credit sources (e.g., title, author)
A student must use information safely, ethically and legally: credit sources (format e.g., book, person, digital resource).
A student must use information safely, ethically and legally: credit sources (format e.g., title/author).
A student must use information safely, ethically and legally: credit sources for print and nonprint resources (e.g., title/author/copyright).
A student must use information safely, ethically and legally: credit the intellectual property of others. Grade 7
A student must use information safely, ethically and legally: credit the intellectual property of others. Grade 8
A student must use information safely, ethically and legally: credit the intellectual property of others (e.g., video, music, Website, audio, digital, artwork, photography, interview, presentations).
A student must use information safely, ethically and legally: credit the intellectual property of others (e.g., video, music, website, audio, digital, artwork, photography, interview, presentations).
A student must use information safely, ethically and legally: credit the intellectual property of others (e.g., video, music, website, audio, digital, artwork, photography, interview, presentations). Grade 6
A student must use information safely, ethically and legally: credit the intellectual property of others (e.g., video, music, website, audio, digital, artwork, photography, interview, presentations) - Grade 9, 10
A student must use information safely, ethically and legally: define concept of plagiarism.
A student must use information safely, ethically and legally: define intellectual property as the works of others.
A student must use information safely, ethically and legally: define ownership.
A student must use information safely, ethically and legally: demonstrate safe and ethical Internet use.
A student must use information safely, ethically and legally: describe safe practices in social network and online settings.
A student must use information safely, ethically and legally: describe safe practices in social network and online settings. Grade 8
A student must use information safely, ethically and legally: discuss Internet safety and distinguish between safe/non-safe sites.
A student must use information safely, ethically and legally: discuss concept of plagiarism.
A student must use information safely, ethically and legally: discuss the concept of intellectual property.
A student must use information safely, ethically and legally: display appropriate online behavior.
A student must use information safely, ethically and legally: exhibit responsible digital citizenship.
A student must use information safely, ethically and legally: explain appropriate online behavior.
A student must use information safely, ethically and legally: explain concept of plagiarism.
A student must use information safely, ethically and legally: explain the concept of intellectual property.
A student must use information safely, ethically and legally: explain the need for Internet safety.
A student must use information safely, ethically and legally: follow Acceptable Use Policy (AUP).
A student must use information safely, ethically and legally: follow Acceptable Use Policy (AUP). Grade 6
A student must use information safely, ethically and legally: follow Acceptable Use Policy (AUP). Grade 7
A student must use information safely, ethically and legally: follow Acceptable Use Policy (AUP). Grade 8
A student must use information safely, ethically and legally: follow copyright and fair use guidelines.
A student must use information safely, ethically and legally: follow school guidelines for responsible use of information resources (e.g., acceptable use policy, checkout policies and library rules).
A student must use information safely, ethically and legally: identify safe practices in social network and online settings.
A student must use information safely, ethically and legally: interact appropriate in social situations (e.g., blended learning, etc.).
A student must use information safely, ethically and legally: interact appropriately in school situations (e.g., blended learning, etc.).
A student must use information safely, ethically and legally: interact appropriately in social situations (e.g., blended learning, etc.).
A student must use information safely, ethically and legally: participate in social networks appropriately (e.g., blogs, wikis, Web 2.0, face to face, blended learning).
A student must use information safely, ethically and legally: produce components for a citation format (e.g., MLA, APA).
A student must use information safely, ethically and legally: produce components for a citation source (e.g., MLA, APA).
A student must use information safely, ethically and legally: produce components for a citation source (e.g., MLA, APA) - Grade 11, 12
A student must use information safely, ethically and legally: produce components for a citation source (e.g., MLA, APA) - Grade 9, 10
A student must use information safely, ethically and legally: produce components for an assigned citation format.
A student must use information safely, ethically and legally: produce components for an assigned citation format. Grade 6
A student must use information safely, ethically and legally: recognize, identify, and apply current laws and policies regarding information use (e.g., plagiarism, copyright, creative commons, fair use, public domain).
A student must use information safely, ethically and legally: recognize concept of netiquette (e.g., cyber bullying data vandalism, e-mail, online manners and protocol).
A student must use information safely, ethically and legally: recognize current laws and policies regarding information use. Grade 7
A student must use information safely, ethically and legally: recognize current laws and policies regarding information use (e.g., plagiarism, copyright, creative commons, fair use, public domain).
A student must use information safely, ethically and legally: recognize plagiarism and copyright.
A student must use information safely, ethically and legally: recognize that an idea has an owner.
A student must use information safely, ethically and legally: recognize that information comes from a source.
A student must use information safely, ethically and legally: recognize the elements that comprise intellectual property.
A student must use information safely, ethically and legally: recognize the elements that comprise intellectual property. Grade 7
A student must use information safely, ethically and legally: respect intellectual property.
A student must use information safely, ethically and legally: respect intellectual property - Grade 11, 12
A student must use information safely, ethically and legally: respect the concept of intellectual property by following copyright and fair use guidelines.
A student must use information safely, ethically and legally: use and manipulate information and technology responsibly.
A student must use information safely, ethically and legally: use appropriate netiquette in supervised online settings (e.g., cyber bullying, data vandalism, online manners and protocol.
A student must use information safely, ethically and legally: use appropriate netiquette in various online settings. Grade 8
A student must use information safely, ethically and legally: use appropriate netiquette in various online settings (e.g., cyber bullying, data vandalism, online manners and protocol).
A student must use information safely, ethically and legally: use in-text citation (e.g., parenthetical citation) correctly
A student must use information safely, ethically and legally: use in-text citation (e.g., parenthetical citation) correctly).
A student must use information safely, ethically and legally: use in-text citation (e.g., parenthetical citation) correctly.
A student must use information safely, ethically and legally: use information and technology responsibly.
A student must use information safely, ethically and legally: use netiquette in supervised online settings.
A student must use information safely, ethically and legally: use paraphrasing and summarizing correctly.
A student must use information safely, ethically and legally: use paraphrasing and summarizing correctly. Grade 6
A student must use information safely, ethically and legally: use paraphrasing and summarizing correctly. Grade 7
A student must use information safely, ethically and legally: use summarizing, paraphrasing, and direct quotes correctly
A student must use information safely, ethically and legally: use summarizing, paraphrasing, and direct quotes correctly.
A student must use information safely, ethically and legally: use summarizing, paraphrasing and direct quotes correctly.
A student must use information safely, ethically and legally: use the Internet safely and ethically.
Aaron
About mcpsonline
Achievement for All
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Acknowledge new information expressed by others and, when warranted, modify their own views.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level and demonstrate independence in gathering vocabulary knowledge.
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic when discussing animal preservation.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Actively engage in group reading activities with purpose and understanding.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Agriculture Education CASC
Algebra 1 Unit 1
Algebra 1 Unit 10
Algebra 1 Unit 11
Algebra 1 Unit 2
Algebra 1 Unit 3
Algebra 1 Unit 4
Algebra 1 Unit 5
Algebra 1 Unit 6
Algebra 1 Unit 7
Algebra 1 Unit 8
Algebra 1 Unit 9
Allergy (Anaphylaxis) Management and Prevention Plan Committee Meeting Notes
Alternative
Amiller sandbox
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Anaphylaxis MCPS Policies and Procedures
Anaphylaxis Resources
Anita Archer Reading Strategies 2-15-12
Apply grade 5 Reading standards to informational texts.
Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text.
Apply grade 6 Reading standards to literary nonfiction including tracing and evaluating the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Apply grade 6 Reading standards to literature in terms of their approaches to similar themes and topics.
Apply grade 7 Reading standards to literary nonfiction.
Apply grade 7 Reading standards to literature.
Apply grade 8 Reading standards to literary nonfiction.
Apply grade 8 Reading standards to literature.
Apply grades 11–12 Reading standards to literary nonfiction and the premises, purposes, and arguments in works of public advocacy.
Apply grades 11–12 Reading standards to literature.
Apply grades 9–10 Reading standards to literary nonfiction.
Apply grades 9–10 Reading standards to literature.
Apply knowledge of language to understand how language functions in different contexts: Vary syntax for effect, consulting references and apply an understanding of syntax to the study of complex texts when reading.
As and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Ask and answer questions about key details in a text.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Ask and answer questions about unknown words in a text.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
August 2011 CASC
August 2014 Leadership Retreat
Avaneps sandbox
Barbokeefe sandbox4
Be Your Best - Healthy Staff, Healthy Students
Bfergerson sandbox
Big Sky
Big Sky High School
Build on others’ talk in conversations by linking their comments to the remarks of others.
Building Leadership Team 21st C. Work Session, August 25, 2011
Business & Marketing CASC
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
C.S. Porter Middle School
CBeckley Sandbox2
CC Grade 1
CC Grade 2
CC Grade 3
CC Grade 4
CC Grade 5
CC Kindergarten
CDC Documents
COMPASS (Creating Opportunities to Meet Potential And Stretch Skills) - Gifted Education
CS 1ST GRADE SMART GOALS
CS 2ND GRADE SMART GOALS
CS 3RD GRADE SMART GOALS
CS 4TH GRADE SMART GOALS
CS 5TH GRADE SMART GOALS
CS KINDERGARTEN SMART GOALS
Cabinet
Capstone
Career & Technical Edcuation
Career & Technical Education
Career and Technical Education Standards
Carole Monlux Sandbox
Cbeckley sandbox3
Cbeckley sandbox4
Cdavies sandbox
Chick's Sandbox Page
Chick Beckley Sandbox 1
Chick Test Standard Page
Chief Charlo
Chief Charlo Elementary School
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Ckolczak sandbox
Cold Springs
Cold Springs Elementary School
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion gr 5
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Committee of Practitioners
Committees
Common Core Leadership
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting
Compare and contrast the most important points and key details presented in two texts on the same topic.
Compare and contrast the most important points presented by two texts on the same topic.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Conduct short research projects that build knowledge about a topic.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Consult general and specialized reference materials, dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech gr7.
Consult general and specialized reference materials, dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech gr8.
Consult general and specialized reference materials to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or etymology.
Consult reference materials, dictionaries, glossaries, thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Contact information
Content Areas
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Crista Anderson Sandbox
Curriculum Review Meetings 2011-2012
DI Library Media Resources
Data Driven Decision Making
Data Wise
Deanna sandbox
December Leadership Retreat
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:Spell grade-appropriate words correctly, consulting references as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:Use a comma before a coordinating conjunction in a compound sentence.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:Use commas and quotation marks to mark direct speech and quotations from a text.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:Use correct capitalization.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Capitalize appropriate words in titles.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Form and use possessives.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Observe hyphenation conventions.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell correctly.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell correctly gr 9-10, 11-12.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell grade-appropriate words correctly, consulting references as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use a colon to introduce a list or quotation.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use a comma to separate an introductory element from
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use a comma to separate an introductory element from the rest of the sentence.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old, green shirt).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use an ellipsis to indicate an omission.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use commas and quotation marks in dialogue.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use commas in addresses.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use punctuation to separate items in a series.*
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use spelling patterns and generalizations in writing words.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use underlining, quotation marks, or italics to indicate titles of works.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize dates and names of people.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize holidays, product names, and geographic names.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize the first word in a sentence and the pronoun I.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: generalize learned spelling patterns when writing words (e.g.s cage to badge; boy to boil).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: recognize and name end punctuation.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use an apostrophe to form contractions and frequently occurring possessives.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use commas in dates and to separate single words in a series.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use commas in greetings and closings of letters.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use end punctuation for sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: write a letter or letters for most consonant and short-vowel sounds (phonemes).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Correctly use frequently confused words (e.g., to, too, two; there, their).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Form and use prepositional phrases.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Print many upper- and lowercase letters.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Produce, expand, and rearrange complete simple and compound sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Produce and expand complete sentences in shared language activities.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Use frequently occurring nouns and verbs.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Ensure subject-verb and pronoun-antecedent agreement.*
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Ensure that pronouns are in the proper case (subjective, objective, possessive).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Explain the function of phrases and clauses in general and their function in specific sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use regular and irregular plural nouns.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use regular and irregular verbs.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use verbs in the active and passive voice.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Recognize and correct inappropriate shifts in pronoun number and person.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Recognize and correct inappropriate shifts in verb tense.*
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Recognize and correct inappropriate shifts in verb voice and mood.*
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Resolve issues of complex or contested usage, consulting references as needed.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use abstract nouns (e.g., childhood).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use coordinating and subordinating conjunctions.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use correlative conjunctions (e.g., either/or, neither/nor).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use intensive pronouns (e.g., myself, ourselves).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use parallel structure.*
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use verb tense to convey various times, sequences, states, and conditions.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: print all upper- and lowercase letters.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use common, proper, and possessive nouns.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use determiners (e.g., articles, demonstratives).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring adjectives.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring conjunctions (e.g., and, but, or, so, because).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring prepositions (e.g., during, beyond, toward).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:use adjectives and adverbs, and choose between them depending on what is to be modified.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:use collective nouns (e.g., group).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:use reflexive pronouns (e.g., myself, ourselves).
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact).
Demonstrate the ability to assert boundaries, rights, and personal privacy.
Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:Recognize and explain the meaning of common idioms, adages, and proverbs.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Analyze nuances in the meaning of words with similar denotations.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, thrifty).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figurative language, including similes and metaphors, in context.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figures of speech (e.g., personification) in context.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Interpret figures of speech (e.g. verbal irony, puns) in context.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Recognize and explain the meaning of common idioms, adages, and proverbs.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: Use the relationship between particular words to better understand each of the words.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Demonstrate understanding of figurative language, word relationships and nuances in word meanings: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Demonstrate understanding of figurative language, word relationships and nuances in word meanings: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Demonstrate understanding of spoken words, syllables, and sounds (phonemes):Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): blend and segment onsets and rhymes of single-syllable spoken words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): blend and segment onsets and rmes of single-syllable spoken words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): count, pronounce, blend, and segment syllables in spoken words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): distinguish long from short vowel sounds in spoken single-syllable words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): recognize and produce rhyming words.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes): segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Demonstrate understanding of the organization and basic features of print: Understand that words are separated by spaces in print.
Demonstrate understanding of the organization and basic features of print: follow words from left to right, top to bottom, and page by page.
Demonstrate understanding of the organization and basic features of print: recognize and name all upper- and lower case letters of the alphabet.
Demonstrate understanding of the organization and basic features of print: recognize that spoken words are represented in written language by specific sequences of letters.
Demonstrate understanding of the organization and basic features of print: recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Demonstrate understanding of the organization and basic features of print; Follow words from left to right, top to bottom, and page by page.
Demonstrate understanding of word relationships and nuances in word meanings: distinguish shades of meaning among closely related verbs (e.g, toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Demonstrate when, where, and how to seek help for solving problems and making decisions.
Department Chairs
Describe characters, settings, and major events in a story, using key details.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Describe familiar people people, places, things, and events and, with promoting and support, provide additional detail.
Describe how a narrator’s or speaker’s point of view influences how events are described.
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Describe how characters in a story respond to major events and challenges.
Describe how reasons support specific points the author makes in a text.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Describe the overall structure of a story, including describing how the beginning oinstroduces the story and the ending concludes the action.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: Determine the meaning of the new word formed when a known affix is added to a known word.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: Use a known root word as a clue to the meaning of an unknown word with the same root.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: Use sentence-level context as a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases:Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases:Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases:Use contextas a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: use frequently occurring affixes as a clue to the meaning of a word.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: use sentence-level context as a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: use sentence-level context as a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies: Use context as a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies: Verify the preliminary determination of the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content:Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: Use context as a clue to the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: Verify the preliminary determination of the meaning of a word or phrase.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Identify new meanings for familiar words and apply them accurately.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Distinguish among the connotations (associations) of words with similar denotations (definitions), bullheaded, willful, firm, persistent, resolute.
Distinguish among the connotations (associations) of words with similar denotations (definitions),refined, respectful, polite, diplomatic, condescending.
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.
Distinguish their own point of view from that of the author of a text.
Distinguish their own point of view from that of the narrator or those of the characters.
District-wide Leadership
District Coordinators
District Coordinators/ERDs PLC
Draw evidence from literary or informational texts to support analysis, reflection, and research:Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Draw evidence from literary or informational texts to support analysis, reflection, and research: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
ELA CASC Agenda 10.04.11.docx
ELA Implementation Page
ERDs
Editingtips
Eighth Grade Accelerated Math Unit 1
Eighth Grade Accelerated Math Unit 1 Lessons & Performance Tasks
Eighth Grade Accelerated Math Unit 2
Eighth Grade Accelerated Math Unit 2 Lessons & Performance Tasks
Eighth Grade Accelerated Math Unit 3
Eighth Grade Accelerated Math Unit 4
Eighth Grade Accelerated Math Unit 5
Eighth Grade Math Unit 1
Eighth Grade Math Unit 2
Eighth Grade Math Unit 3
Eighth Grade Math Unit 4
Eighth Grade Math Unit 5
Eighth Grade Math Unit 6
Eighth Grade Math Unit 7
Eighth Grade Math Unit 8
Elementary Principals
Emfessler sandbox
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Engage effectively in a range of collaborative discussions:Follow agreed-upon rules for discussions and carry out assigned roles.
Engage effectively in a range of collaborative discussions:Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Engage effectively in a range of collaborative discussions:Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Engage effectively in a range of collaborative discussions: Come to discussions prepared and explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
English Language Arts CASC
English Language Arts Resources
Epinephrine Advisory Committee Meeting Notes
Epinephrine Montana Legal Information
Epinephrine Other Documents
Erica Sandbox
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Examples of School Counseling Curriculum Documents from Other DIstricts
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Explain how an author develops the point of view of the narrator or speaker in a text.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Explain how an author uses reasons and evidence to support particular points in a text.
Explain how reasons support specific points the author makes in a text.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Explain their own ideas and understanding in light of the discussion.
Facilities Innovation
Facility Naming Policy Committee (Fall 2013)
Fall 2013 Naming Policy Committee
Family & Consumer Science CASC
Family Resource Centers
Fifth Grade
Fifth Grade Geometry
Fifth Grade Math PLC Templates
Fifth Grade Math Performance Tasks
Fifth Grade Math Unit 1
Fifth Grade Math Unit 2
Fifth Grade Math Unit 3
Fifth Grade Math Unit 4
Fifth Grade Math Unit 5
Fifth Grade Math Unit 6
Fifth Grade Math Unit 7
Fifth Grade Math Unit 8
Fifth Grade Math Unit 9
Fifth Grade Measurements and Data
Fifth Grade Number and Operations Fractions
Fifth Grade Unit Performance and Sample Tasks
Fine Arts CASC
Fine Arts Standards
First Grade
First Grade Additional Lessons
First Grade Geometry
First Grade Math PLC Templates
First Grade Math Performance Tasks
First Grade Measurements and Data
First Grade Number and Operations in Base Ten
First Grade Operations and Algebraic Thinking
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) CCRSpeaking.3.SL.CC.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Forms
Fourth Grade
Fourth Grade Math PLC Templates
Fourth Grade Math Performance Tasks
Fourth Grade Measurements and Data
Fourth Grade Number and Operations Fractions
Fourth Grade Number and Operations in Base Ten
Fourth Grade Operations and Algebraic Thinking
Franklin
Franklin Elementary School
GMM Executive Committee
GMM Student Wellness Team: Behavioral Health
GMM Student Wellness Team: NUTRITION
GMM Student Wellness Team: PHYSICAL ACTIVITY
GMM Student Wellness Team: Personal Health
GROUP NORMS DATA WISE K-12 LEADERSHIP
Gather relevant information from multiple authoritative print and digital sources, assess the strengths and limitations of each and integrate that information into the text selectively to maintain the flow of ideas.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively and integrate information into the text selectively to maintain the flow of ideas.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
General Agriculture Education Resources
General Business & Marketing Resources
General Family & Consumer Science Resources
General Health Enhancement Resources
General Health Science Resources
General Industrial Arts Resources
General Instructional Technology Resources
General Library-Media Resources
General Math Resources
General Music Resources
General School Counseling Resources
General Science Resources
General Social Studies Resources
General Theatre Arts Resources
General Visual Arts Resources
General World Languages Resources
Geometry - Reason with shapes and their attributes. (Math.3.G.RA.2)
Gferm sandbox
Grade 1 Geometry Lessons & Performance Tasks
Grade 1 Literacy by Design
Grade 1 Measurements and Data Lessons & Performance Tasks
Grade 1 Number and Operations in Base Ten Lessons & Performance Tasks
Grade 1 Operations and Algebraic Thinking Lessons & Performance Tasks
Grade 1 Reading Street
Grade 2 Geometry Lessons & Performance Tasks
Grade 2 Literacy by Design
Grade 2 Measurements and Data Lessons & Performance Tasks
Grade 2 Number and Operations in Base Ten Lessons & Performance Tasks
Grade 2 Operations and Algebraic Thinking Lessons & Performance Tasks
Grade 2 Reading Street
Grade 3 Literacy by Design
Grade 3 Reading Street
Grade 4 Literacy by Design
Grade 4 Reading Street
Grade 4 Resources
Grade 5 Career and Technical Education Resources
Grade 5 ELA Resources
Grade 5 Fine Arts Resources
Grade 5 Grade Level Page
Grade 5 Health Enhancement Resources
Grade 5 Indian Education for All Resources
Grade 5 Library-Media Resources
Grade 5 Literacy by Design
Grade 5 Math Resources
Grade 5 Reading Street
Grade 5 School Counseling Resources
Grade 5 Science Resources
Grade 5 Social Studies Resources
Grade 5 Technology Resources
Grade 5 World Languages Resources
Grade Level Overview Grade 5
Grade Level Page Grade 5
Grading Practices Committee (Fall 2012)
Graduation Matters Missoula
Greg Johnson Sandbox
HAW Grade 1
HAW Grade 2
HAW Grade 3
HAW Grade 4
HAW Grade 5
HAW Kindergarten
HG Malouf Thoughts
HHS Career and Technical Education
HHS Common Core Leadership Team
HHS International Baccalaureate Team
HHS World Languages
Hawthorne
Hawthorne Elementary School
Health Enhancement
Health Enhancement CASC
Health Science CASC
Health and Wellness
Hellgate
Hellgate High School
High School
High School English Language Arts
High School Math
High School Principals
High School Social Studies
How to Upload a File
IB Agendas & Meeting Notes
IB Links & Other Resources
IEFA Curriculum Integration Reports
IPad Initiative
I can recognize, learn and sing solfeggio with attention drawn to accurate intonation. (BWC:Grades 9-12)
I can recognize, learn and sing solfeggio with attention drawn to accurate intonation. (Grades 9-12)
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Identify the front cover, back cover, and title page of a book.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Identify the main topic and retell key details of a text.
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Identify the reasons an author gives to support points in a text.
Identify the reasons and evidence a speaker provides to support particular points.
Identify who is telling the story at various points in a text.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Industrial Technology CASC
Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Insert a File
Instructional Coaches
Instructional Coaching PLC
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.
Introduce a topic clearly, previewing what is to follow including formatting, graphics , and multimedia when useful to aiding comprehension.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
Jefferson
Jfix sandbox3
Jhegedus sandbox
Jhegedus sandbox2
John Combs sandbox
Johncn sandbox
Johnsonkbox
Jreinicke sandbox
Jsmith sandbox
Julie Hainline Sandbox 1
June 2011 CASC
June 2013-February 2014 Agendas, Notes, and Resources - GMM Student Wellness Subcommittee
K-12 PLC
K-12 PLC 2012-2013
KaCee Ballou
Karen Test 1
Karen sandbox
Kboynton Sandbox
Kcballou sandbox
Kevin ib 3
Kindergarten
Kindergarten Counting and Cardinality
Kindergarten ELA
Kindergarten Geometry
Kindergarten Literacy by Design
Kindergarten Measurements and Data
Kindergarten Number and Operations in Base Ten
Kindergarten Operations and Algebraic Thinking
Kindergarten Reading Street
Kjsandboxcontent
Kjsandboxgradelevel
Know and apply grade-level phonics and word analysis skills in decoding words: Decode multisyllable words.
Know and apply grade-level phonics and word analysis skills in decoding words: Decode words with common Latin suffixes.
Know and apply grade-level phonics and word analysis skills in decoding words: Identify and know the meaning of the most common prefixes and derivational suffixes.
Know and apply grade-level phonics and word analysis skills in decoding words: Read grade-appropriate irregularly spelled words.
Know and apply grade-level phonics and word analysis skills in decoding words: associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled one-syllable words.
Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled two-syllable words with long vowels.
Know and apply grade-level phonics and word analysis skills in decoding words: decode two-syllable words following basic patterns by breaking the words into syllables.
Know and apply grade-level phonics and word analysis skills in decoding words: decode words with common prefixes and suffixes.
Know and apply grade-level phonics and word analysis skills in decoding words: demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
Know and apply grade-level phonics and word analysis skills in decoding words: distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Know and apply grade-level phonics and word analysis skills in decoding words: distinguish long and short vowels when reading regularly spelled one-syllable words.
Know and apply grade-level phonics and word analysis skills in decoding words: identify words with inconsistent but common spelling-sound correspondences.
Know and apply grade-level phonics and word analysis skills in decoding words: know final -e and common vowel team conventions for representing long vowel sounds.
Know and apply grade-level phonics and word analysis skills in decoding words: know spelling-sound correspondences for additional common vowel teams.
Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for common consonant digraphs.
Know and apply grade-level phonics and word analysis skills in decoding words: read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do does).
Know and apply grade-level phonics and word analysis skills in decoding words: read words with inflectional endings.
Know and apply grade-level phonics and word analysis skills in decoding words: recognize and read grade-appropriate irregularly spelled words.
Know and apply grade-level phonics and word analysis skills in decoding words: recognize and read grade-appropriate irregularly spelled words gr 1
Know and apply grade-level phonics and word analysis skills in decoding words: use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Know and use various text features (e.g., headings, tables or contents, glossaries, electronic menus, icons), to locate key facts or information in a text.
Kormeshersandbox
L&C Grade 1
L&C Grade 2
L&C Grade 5
L&C Kindergarten
LC Grade 4
LC grade 3
LIBM Teacher Librarian Research Documents
LOGrade1
LOGrade2
LOGrade3
LOGrade4
LOGrade5
LOKindergarten
LO Specialists
LO Specialists PLC
Language.1.LS.CE.1.a - conventions, grammar, writing, speaking, uppercase, lowercase
Leadership
Leadership Retreat August 16, 2011
Leadership Team
Lelliott Sandbox
Lessons
Lewis & Clark
Lewis & Clark Elementary School
Library-Media CASC
Library-Media Kindergarten Standards
Library Media
Lowell
Lowell Elementary School
MBI
MCPSOnline Timeline Rubric
MCPS District Writing Assessment
MCPS Indian Education for All Resource Hub
MC sandbox1
MH Agenda September 26
MH Engaging Students Through Active Pedagogy
MH Formative & Standard Based Assessment
MH Integrating Technology - Blue
MH Integrating Technology - Gold
Main Page
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Marolane Sandbox1
Math.1.G.RA.1
Math.1.G.RA.2
Math.1.G.RA.3
Math.1.MD.ML.1
Math.1.MD.ML.2
Math.1.MD.RI.4
Math.1.MD.TW.3
Math.1.NBT.EC.1
Math.1.NBT.UP.2
Math.1.NBT.UP.3
Math.1.NBT.UV.4
Math.1.NBT.UV.5
Math.1.NBT.UV.6
Math.1.OA.AS.5
Math.1.OA.AS.6
Math.1.OA.RS.1
Math.1.OA.RS.2
Math.1.OA.RS.3
Math.1.OA.RS.4
Math.1.OA.WA.7
Math.1.OA.WA.8
Math.2.G.RA.1
Math.2.G.RA.2
Math.2.G.RA.3
Math.2.MD.ME.1
Math.2.MD.ME.2
Math.2.MD.ME.3
Math.2.MD.ME.4
Math.2.MD.RA.5
Math.2.MD.RA.6
Math.2.MD.RI.10
Math.2.MD.RI.9
Math.2.MD.WT.7
Math.2.MD.WT.8
Math.2.NBT.UP.1
Math.2.NBT.UP.2
Math.2.NBT.UP.3
Math.2.NBT.UP.4
Math.2.NBT.UV.5
Math.2.NBT.UV.6
Math.2.NBT.UV.7
Math.2.NBT.UV.8
Math.2.NBT.UV.9
Math.2.OA.AS.2
Math.2.OA.RS.1
Math.2.OA.WE.3
Math.2.OA.WE.4
Math.3.G.RA.1
Math.3.G.RA.2
Math.3.MD.GH.8
Math.3.MD.GM.5
Math.3.MD.GM.6
Math.3.MD.GM.7
Math.3.MD.RI.3
Math.3.MD.RI.4
Math.3.MD.SI.1
Math.3.MD.SI.2
Math.3.NBT.UV.1
Math.3.NBT.UV.2
Math.3.NBT.UV.3
Math.3.NF.DU.1
Math.3.NF.DU.2
Math.3.NF.DU.3
Math.3.OA.MD.7
Math.3.OA.RS.1
Math.3.OA.RS.2
Math.3.OA.RS.3
Math.3.OA.RS.4
Math.3.OA.SP.8
Math.3.OA.SP.9
Math.3.OA.UP.5
Math.3.OA.UP.6
Math.4.G.DI.1
Math.4.G.DI.2
Math.4.G.DI.3
Math.4.MD.GM.5
Math.4.MD.GM.6
Math.4.MD.GM.7
Math.4.MD.RI.4
Math.4.MD.SP.1
Math.4.MD.SP.2
Math.4.MD.SP.3
Math.4.NBT.GP.1
Math.4.NBT.GP.2
Math.4.NBT.GP.3
Math.4.NBT.UP.4
Math.4.NBT.UP.5
Math.4.NBT.UP.6
Math.4.NF.BF.3
Math.4.NF.BF.4
Math.4.NF.EU.1
Math.4.NF.EU.2
Math.4.NF.UD.5
Math.4.NF.UD.6
Math.4.NF.UD.7
Math.4.OA.GA.5
Math.4.OA.GF.4
Math.4.OA.UF.1
Math.4.OA.UF.2
Math.4.OA.UF.3
Math.5.G.CT.3
Math.5.G.CT.4
Math.5.G.GP.1
Math.5.G.GP.2
Math.5.MD.CL.1
Math.5.MD.GM.3
Math.5.MD.GM.4
Math.5.MD.GM.5
Math.5.MD.RI.2
Math.5.NBT.PO.5
Math.5.NBT.PO.6
Math.5.NBT.PO.7
Math.5.NBT.UP.1
Math.5.NBT.UP.2
Math.5.NBT.UP.3
Math.5.NBT.UP.4
Math.5.NF.AE.3
Math.5.NF.AE.4
Math.5.NF.AE.5
Math.5.NF.AE.6
Math.5.NF.AE.7
Math.5.NF.UE.1
Math.5.NF.UE.2
Math.5.OA.AP.3
Math.5.OA.WI.1
Math.5.OA.WI.2
Math.6.EE.AP.1
Math.6.EE.AP.2
Math.6.EE.AP.3
Math.6.EE.AP.4
Math.6.EE.RA.9
Math.6.EE.RS.5
Math.6.EE.RS.6
Math.6.EE.RS.7
Math.6.EE.RS.8
Math.6.G.SR.1
Math.6.G.SR.2
Math.6.G.SR.3
Math.6.G.SR.4
Math.6.NS.AE.1
Math.6.NS.AE.5
Math.6.NS.AE.6
Math.6.NS.AE.7
Math.6.NS.AE.8
Math.6.NS.CF.2
Math.6.NS.CF.3
Math.6.NS.CF.4
Math.6.RP.UR.1
Math.6.RP.UR.2
Math.6.RP.UR.3
Math.6.SP.DU.1
Math.6.SP.DU.2
Math.6.SP.DU.3
Math.6.SP.SD.4
Math.6.SP.SD.5
Math.7.EE.SR.3
Math.7.EE.SR.4
Math.7.EE.UP.1
Math.7.EE.UP.2
Math.7.G.DC.1
Math.7.G.DC.2
Math.7.G.DC.3
Math.7.G.SM.4
Math.7.G.SM.5
Math.7.G.SM.6
Math.7.NS.AE.1
Math.7.NS.AE.2
Math.7.NS.AE.3
Math.7.RP.AP.1
Math.7.RP.AP.2
Math.7.RP.AP.3
Math.7.SP.DI.3
Math.7.SP.DI.4
Math.7.SP.IC.5
Math.7.SP.IC.6
Math.7.SP.IC.7
Math.7.SP.IC.8
Math.7.SP.UR.1
Math.7.SP.UR.2
Math.8.EE.UC.5
Math.8.EE.UC.6
Math.8.EE.US.7
Math.8.EE.US.8
Math.8.EE.WR.1
Math.8.EE.WR.2
Math.8.EE.WR.3
Math.8.EE.WR.4
Math.8.F.DE.1
Math.8.F.DE.2
Math.8.F.DE.3
Math.8.F.UF.4
Math.8.F.UF.5
Math.8.G.SR.9
Math.8.G.UA.6
Math.8.G.UA.7
Math.8.G.UA.8
Math.8.G.UP.1
Math.8.G.UP.2
Math.8.G.UP.3
Math.8.G.UP.4
Math.8.G.UP.5
Math.8.NS.KN.1
Math.8.NS.KN.2
Math.8.SP.IP.1
Math.8.SP.IP.2
Math.8.SP.IP.3
Math.8.SP.IP.4
Math.912.A.APR.PP.1
Math.912.A.APR.RR.6
Math.912.A.APR.RR.7
Math.912.A.APR.UI.4
Math.912.A.APR.UI.5
Math.912.A.APR.UR.2
Math.912.A.APR.UR.3
Math.912.A.CED.CE.1
Math.912.A.CED.CE.2
Math.912.A.CED.CE.4
Math.912.A.REI.RE.10
Math.912.A.REI.RE.11
Math.912.A.REI.RE.12
Math.912.A.REI.SE.3
Math.912.A.REI.SE.4
Math.912.A.REI.SS.5
Math.912.A.REI.SS.6
Math.912.A.REI.SS.7
Math.912.A.REI.SS.8
Math.912.A.REI.SS.9
Math.912.A.REI.US.1
Math.912.A.REI.US.2
Math.912.A.SSE.IS.1
Math.912.A.SSE.IS.2
Math.912.A.SSE.WE.3
Math.912.A.SSE.WE.4
Math.912.F.BF.BF.1
Math.912.F.BF.BF.2
Math.912.F.BF.BN.3
Math.912.F.BF.BN.4
Math.912.F.BF.BN.5
Math.912.F.IF.AF.7
Math.912.F.IF.AF.8
Math.912.F.IF.AF.9
Math.912.F.IF.IF.4
Math.912.F.IF.IF.5
Math.912.F.IF.IF.6
Math.912.F.IF.UF.1
Math.912.F.IF.UF.2
Math.912.F.IF.UF.3
Math.912.F.LE.CC.1
Math.912.F.LE.CC.2
Math.912.F.LE.CC.3
Math.912.F.LE.CC.4
Math.912.F.LE.IE.5
Math.912.F.TF.ED.1
Math.912.F.TF.ED.2
Math.912.F.TF.ED.3
Math.912.F.TF.ED.4
Math.912.F.TF.MP.5
Math.912.F.TF.MP.6
Math.912.F.TF.MP.7
Math.912.F.TF.PT.8
Math.912.F.TF.PT.9
Math.912.G.C.FA.5
Math.912.G.C.UA.1
Math.912.G.C.UA.2
Math.912.G.C.UA.3
Math.912.G.C.UA.4
Math.912.G.CO.EF.3
Math.912.G.CO.ET.1
Math.912.G.CO.ET.2
Math.912.G.CO.ET.4
Math.912.G.CO.ET.5
Math.912.G.CO.MG.12
Math.912.G.CO.MG.13
Math.912.G.CO.PG.10
Math.912.G.CO.PG.11
Math.912.G.CO.PG.9
Math.912.G.CO.UT.6
Math.912.G.CO.UT.7
Math.912.G.CO.UT.8
Math.912.G.GMD.EV.1
Math.912.G.GMD.EV.2
Math.912.G.GMD.EV.3
Math.912.G.GMD.VR.4
Math.912.G.GPE.CP.4
Math.912.G.GPE.CP.5
Math.912.G.GPE.CP.6
Math.912.G.GPE.CP.7
Math.912.G.GPE.TB.1
Math.912.G.GPE.TB.2
Math.912.G.GPE.TB.3
Math.912.G.MG.AG.1
Math.912.G.MG.AG.2
Math.912.G.MG.AG.3
Math.912.G.SRT.AT.10
Math.912.G.SRT.AT.11
Math.912.G.SRT.AT.9
Math.912.G.SRT.DT.6
Math.912.G.SRT.DT.7
Math.912.G.SRT.DT.8
Math.912.G.SRT.PI.4
Math.912.G.SRT.PI.5
Math.912.G.SRT.US.1
Math.912.G.SRT.US.2
Math.912.G.SRT.US.3
Math.912.N.CN.PA.2
Math.912.N.CN.PA.3
Math.912.N.CN.RC.4
Math.912.N.CN.RC.5
Math.912.N.CN.RC.6
Math.912.N.CN.UC.7
Math.912.N.CN.UC.8
Math.912.N.CN.UC.9
Math.912.N.Q.RQ.1
Math.912.N.Q.RQ.2
Math.912.N.Q.RQ.3
Math.912.N.RN.EP.1
Math.912.N.RN.EP.2
Math.912.N.RN.UP.3
Math.912.N.VM.PM.10
Math.912.N.VM.PM.11
Math.912.N.VM.PM.12
Math.912.N.VM.PM.6
Math.912.N.VM.PM.7
Math.912.N.VM.PM.8
Math.912.N.VM.PM.9
Math.912.N.VM.PO.4
Math.912.N.VM.PO.5
Math.912.N.VM.RM.1
Math.912.N.VM.RM.2
Math.912.N.VM.RM.3
Math.912.S.CP.RP.6
Math.912.S.CP.RP.7
Math.912.S.CP.RP.8
Math.912.S.CP.RP.9
Math.912.S.CP.UU.1
Math.912.S.CP.UU.2
Math.912.S.CP.UU.3
Math.912.S.CP.UU.4
Math.912.S.CP.UU.5
Math.912.S.IC.MI.3
Math.912.S.IC.MI.4
Math.912.S.IC.MI.5
Math.912.S.IC.MI.6
Math.912.S.IC.UE.1
Math.912.S.IC.UE.2
Math.912.S.ID.IL.7
Math.912.S.ID.IL.8
Math.912.S.ID.IL.9
Math.912.S.ID.SI.1
Math.912.S.ID.SI.2
Math.912.S.ID.SI.3
Math.912.S.ID.SI.4
Math.912.S.ID.ST.5
Math.912.S.ID.ST.6
Math.912.S.MD.CV.1
Math.912.S.MD.CV.2
Math.912.S.MD.CV.3
Math.912.S.MD.CV.4
Math.912.S.MD.UD.5
Math.912.S.MD.UD.6
Math.912.S.MD.UD.7
Math.912A.CED.CE.3
Math.912N.CN.PA.1
Math.K.CC.CN.6
Math.K.CC.CN.7
Math.K.CC.CT.4
Math.K.CC.CT.5
Math.K.CC.KN.1
Math.K.CC.KN.2
Math.K.CC.KN.3
Math.K.G.AC.4
Math.K.G.AC.5
Math.K.G.AC.6
Math.K.G.ID.1
Math.K.G.ID.2
Math.K.G.ID.3
Math.K.MD.DC.1
Math.K.MD.DC.2
Math.K.MD.DC.3
Math.K.NBT.WN.1
Math.K.OA.UA.1
Math.K.OA.UA.2
Math.K.OA.UA.3
Math.K.OA.UA.4
Math.K.OA.UA.5
Math CASC
Math layout test
Matt Standard Page Test
Matts Box O Sand
Mduneman sandbox
Meadow Hill
Meadow Hill Middle School
Measures of Academic Progress (MAP) - Northwest Evaluation Association
Media
Mediamarch8
Medication School Policy
Mhelmer Sandbox
Microsoft word
Middle School
Middle School Administrative Team
Middle School ELA
Middle School Math
Middle School Resources
Mloewenwarter sandbox
Mlyndessandbox
Mnorton sandbox
Molly Norton
MontCAS Criterion Referenced Test (CRT)
Montana Parent Backpack Guides
Montana University System Writing Assessment (MUSWA)
Most Inspiring Student
Mstearns sandbox
Music
Music CASC
Must apply digital tools and skills with creativity and innovation to express his or herself, construct knowledge, and develop products and processes.-The student can use digital tools and skills to construct new personal understandings. (Kindergarten)
NPeterson sandbox
Name the author and illustrator of a text and define the role of each in presenting the ideas or information of a text.
Nancy sandbox
Northern Rockies Association of IB Schools
October 13, 2011
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
PAC
PA Grade 1
PA Grade 2
PA Grade 3
PA Grade 4
PA Grade 5
PA Kindergarten
POGrade6
POGrade7
POGrade8
POResponse to Intervention
PO August Meeting
PO Good Standing
PTA Parent Guides
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Parent/Teacher Home Visit Project
Parent & Community Resources
Parent Roadmaps
Participate in collaborative conversations with diverse partners about 1st grade topics and texts with peers and adults in small and larger groups: follow agreed-upon rules for discussion.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: ask questions to clear up any confusion about the topics and texts under discussion.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups:
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups: follow agreed-upon rules for discussions.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: continue a conversation through multiple exchanges.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: follow agreed-upon rules for discussion.
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Pat Marne's Sandbox
Paxson
Paxson Braided Work
Paxson Elementary School
Paxson Music
Peanut Product Interview Questions for Food Service Supervisor
Peanut Product Interview Questions for Parents
Peanut Product Interview Questions for Staff, including teachers
Peanut Product Policy Interview Questions Central Office Administrator
Peanut Product Policy Interview Questions for School Nurse
Peanut Products Policies and Procedures (Other Districts)
Peanut Products Policy Committee Meeting Notes
Peanut Products Policy News Articles and Blogs
Peanut Products Policy Research
Peanut Products Policy Research: Manuals, Statistics, and Handouts
Peanut Products Policy Research: Professional Answers/Opinions
Peanut Products Policy Research of Other Districts "No serve of pre-packaged PB&Jelly Sandwiches"
Porter
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Prekindergarten
Preschool Speech Language Pathologist PLC
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective appropriate to purpose, audience, and a range of formal and informal tasks.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Principal Resources - 2014/2015
Principals Media Kit
Produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (see grade 2 Language standards 1 and 3 for specific expectations).
Professional Learning
Professional Learning Communities
Propel conversations by posing and responding to questions that probe reasoning and evidence ensuring a hearing for a full range of positions on a topic or issue.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Provide a concluding statement or section that follows from the information or explanation presented.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RA Counseling
RA Grade 1
RA Grade 2
RA Grade 3
RA Grade 4
RA Grade 5
RA HHE
RA Kindergarten
RA Library
RA Music
RA Special Ed
RU First Grade
RU Fourth Grade
RU Grade 1
RU Grade 2
RU kindergarten
RU third grade
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity - Informational
Rattlesnake
Rattlesnake Elementary School
Rattlesnake Grades 4 & 5
Read emergent-reader texts with purpose and understanding.
Read with sufficient accuracy and fluency to support comprehension:Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Read with sufficient accuracy and fluency to support comprehension:Read grade-level text with purpose and understanding.
Read with sufficient accuracy and fluency to support comprehension:Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Read with sufficient accuracy and fluency to support comprehension: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Read with sufficient accuracy and fluency to support comprehension: Read grade-level text with purpose and understanding.
Read with sufficient accuracy and fluency to support comprehension: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Read with sufficient accuracy and fluency to support comprehension: read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Read with sufficient accuracy and fluency to support comprehension: read on-level text with purpose and understanding.
Read with sufficient accuracy and fluency to support comprehension: use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reason with shapes and their attributes. (Math.3.G.RA.2)
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Recall information from experiences or gather information from provided sources to answer a question.
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Recognize common types of texts (e.g. storybooks, poems).
Recognize that everyone has rights and responsibilities.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Recount stories, including tables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Region 1 Principals
Region 2 Principals
Region 2 Principals Collective Commitments
Region 3 Principals
Region Leaders: Focus on Data Wise
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Respond thoughtfully to diverse perspectives and synthesize comments, claims, and evidence made on all sides of an issue.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Robyn Nuttall Sandbox 1
Russell
Russell Elementary School
Russell Fifth Grade
Russell Music
SE English Language Arts
SE Math
Sandbox
Sarchibald sandbox3
Scheduling
School Counseling
School Counseling CASC
Schools
Schools/Staff Subcommittee
Science CASC
Second Grade
Second Grade Geometry
Second Grade Math PLC Templates
Second Grade Math Performance Tasks
Second Grade Measurements and Data
Second Grade Number and Operations in Base Ten
Second Grade Operations and Algebraic Thinking
Seeley-Swan
Seeley-Swan High School
Seeley-Swan Library
Seeley Test Add Page
Sentinel
Sentinel High School
September 2011
September 26, 2011
Seventh Grade Accelerated Math Unit 1
Seventh Grade Accelerated Math Unit 2
Seventh Grade Accelerated Math Unit 2 Lessons & Performance Tasks
Seventh Grade Accelerated Math Unit 3
Seventh Grade Accelerated Math Unit 3 Lessons & Performance Tasks
Seventh Grade Accelerated Math Unit 4
Seventh Grade Accelerated Math Unit 4 Lessons & Performance Tasks
Seventh Grade Math Unit 1
Seventh Grade Math Unit 1 Lessons & Performance Tasks
Seventh Grade Math Unit 2
Seventh Grade Math Unit 2 Lessons & Performance Tasks
Seventh Grade Math Unit 3
Seventh Grade Math Unit 3 Lessons & Performance Tasks
Seventh Grade Math Unit 4
Seventh Grade Math Unit 4 Lessons & Performance Tasks
Seventh Grade Math Unit 5
Seventh Grade Performance Assessment and Sample Tasks
Seventh Grade Performance Assessments and Sample Tasks
Sixth Grade Math Unit 1
Sixth Grade Math Unit 1 Assessments
Sixth Grade Math Unit 1 Lessons & Performance Tasks
Sixth Grade Math Unit 2
Sixth Grade Math Unit 2 Assessments
Sixth Grade Math Unit 2 Lessons & Performance Tasks
Sixth Grade Math Unit 3
Sixth Grade Math Unit 3 Assessments
Sixth Grade Math Unit 3 Lessons & Performance Tasks
Sixth Grade Math Unit 4
Sixth Grade Math Unit 4 Assessments
Sixth Grade Math Unit 4 Lessons & Performance Tasks
Sixth Grade Math Unit 5
Sixth Grade Math Unit 5 Assessments
Sixth Grade Math Unit 5 Lessons & Performance Tasks
Sixth Grade Math Unit 6
Sixth Grade Math Unit 6 Assessments
Sixth Grade Math Unit 6 Lessons & Performance Tasks
Sixth Grade Performance Assessments and Sample Tasks
Slindburg Sandbox
Smart Schools 2020
Social Studies CASC
Speak audibly and express thoughts, feelings, and ideas clearly.
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Special Education
Standards Unpacked
Stock Epinephrine Advisory Committee MCPS Documents
Stout
Stout Test Page
Student Recognition Committee (Fall 2012)
Student Wellness Subcommittee
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (A.Band:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (A.Orch:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (ACE:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (AMC:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (AWC:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (B.Band:Grade 9)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (B.Orch:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (BMC:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (BMC:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (BWC:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (Grade 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (Grade 9)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (Grade 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (I.Band:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (I.Orch:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (IMC:Grades 9-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (JazzBand:Grades 10-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (M.Tech:Grades 11-12)
Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (WE:Grades 10-12)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Band:Grade 5)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Band:Grade 6)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Band:Grade 7)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Band:Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Choir:Grade 6)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Choir:Grade 7)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Choir:Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Grade 5)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Grade 6)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Grade 7)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Music:Grade 7)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Music:Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Orch:Grade 5)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Orch:Grade 6)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Orch:Grade 7)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures. (Orch:Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures (Band:Grade 8)
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures (Grade 8)
Students analyze unique needs of a diverse community and demonstrate knowledge and skills to be contributing members of our global society. (Counseling.3-5.PS.3)
Students analyze unique needs of a diverse community and demonstrate knowledge and skills to be contributing members of our global society. (Counseling.6-8.PS.3)
Students analyze unique needs of a diverse community and demonstrate knowledge and skills to be contributing members of our global society. (Counseling.9-12.PS.3)
Students analyze unique needs of a diverse community and demonstrate knowledge and skills to be contributing members of our global society. (Counseling.K-2.PS.3)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (A.Band:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (A.Orch:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (ACE:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (AMC:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (AWC:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (B.Band:Grade 9)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (B.Orch:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (BMC:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (BMC:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (BWC:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (Grade 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (Grade 9)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (Grade 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (I.Band:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (I.Orch:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (IMC:Grades 9-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (JazzBand:Grades 10-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (M.Tech:Grades 11-12)
Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music. (WE:Grades 10-12)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Band:Grade 5)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Band:Grade 6)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Band:Grade 7)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Band:Grade 8)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Choir:Grade 6)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Choir:Grade 7)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Choir:Grade 8)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Grade 5)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Grade 6)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Grade 7)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Grade 8)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Music:Grade 7)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Music:Grade 8)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Orch:Grade 5)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Orch:Grade 6)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Orch:Grade 7)
Students arrange simple pieces for voices or instruments other than those for which the pieces were written. (Orch:Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered (Choir:Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered (Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Band:Grade 5)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Band:Grade 6)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Band:Grade 7)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Band:Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Choir:Grade 6)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Choir:Grade 7)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Grade 5)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Grade 6)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Grade 7)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Music:Grade 7)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Music:Grade 8)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Orch:Grade 5)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Orch:Grade 6)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Orch:Grade 7)
Students classify by genre and style a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary. (Orch:Grade 8)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (A.Band:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (A.Orch:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (ACE:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (AMC:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (AWC:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (B.Band:Grade 9)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (B.Orch:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (BMC:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (BMC:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (BWC:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (Grade 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (Grade 9)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (Grade 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (I.Band:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (I.Orch:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (IMC:Grades 9-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (JazzBand:Grades 10-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (M.Tech:Grades 11-12)
Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (WE:Grades 10-12)
Students compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. (Band:Grade 5)
Students compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed. (Grade 5)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Band:Grade 6)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Band:Grade 7)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Band:Grade 8)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Choir:Grade 6)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Choir:Grade 7)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Choir:Grade 8)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Grade 5)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Grade 6)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Grade 7)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Grade 8)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Music:Grade 7)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Music:Grade 8)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Orch:Grade 5)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Orch:Grade 6)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Orch:Grade 7)
Students compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which music is typically performed. (Orch:Grade 8)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (A.Band:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (A.Orch:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (ACE:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (AMC:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (AWC:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (B.Band:Grade 9)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (B.Orch:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (BMC:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (BMC:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (BWC:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (Grade 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (Grade 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (I.Band:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (I.Orch:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (IMC:Grades 9-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (JazzBand:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (M.Tech:Grades 11-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. (WE:Grades 10-12)
Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures, including Montana American Indian cultures. - Graee (9)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Band:Grade 5)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Band:Grade 6)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Band:Grade 7)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Band:Grade 8)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Choir:Grade 6)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Choir:Grade 7)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Choir:Grade 8)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Grade 5)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Grade 6)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Grade 7)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Grade 8)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Music:Grade 7)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Music:Grade 8)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Orch:Grade 5)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Orch:Grade 6)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Orch:Grade 7)
Students compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art. (Orch:Grade 8)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (A.Band:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (A.Orch:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (ACE:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (AMC:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (AWC:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (B.Band:Grade 9)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (B.Orch:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (BMC:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (BMC:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (BWC:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (Grade 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (Grade 9)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (Grade 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (I.Band:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (I.Orch:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (IMC:Grades 9-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (JazzBand:Grades 10-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (M.Tech:Grades 11-12)
Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources. (WE:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (A.Band:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (A.Orch:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (ACE:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (AMC:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (AWC:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (B.Band:Grade 9)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (B.Orch:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (BMC:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (BMC:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (BWC:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (Grade 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (Grade 9)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (Grade 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (I.Band:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (I.Orch:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (IMC:Grades 9-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (JazzBand:Grades 10-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (M.Tech:Grades 11-12)
Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect. (WE:Grades 10-12)
Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Band:Grade 5)
Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 5)
Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 6)
Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Orch:Grade 6)
Students compose short pieces within specified guidelines, e.g., a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 5)
Students compose short pieces within specified guidelines, e.g., a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 7)
Students compose short pieces within specified guidelines, e.g., a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 8)
Students compose short pieces within specified guidelines, e.g. a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 6)
Students compose short pieces within specified guidelines, e.g. a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 7)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Band:Grade 6)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Band:Grade 7)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Band:Grade 8)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Choir:Grade 6)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Choir:Grade 7)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Choir:Grade 8)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 8)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Music:Grade 7)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Music:Grade 8)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Orch:Grade 5)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Orch:Grade 7)
Students compose short pieces within specified guidelines demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Orch:Grade 8)
Students compose short pieces within specified guidelines e.g., a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 7)
Students compose short pieces within specified guidelines e.g., a particular style, form, instrumentation, compositional technique, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance. (Grade 8)
Students create and arrange music to accompany readings or dramatizations. (Grade 1)
Students create and arrange music to accompany readings or dramatizations. (Grade 2)
Students create and arrange music to accompany readings or dramatizations. (Grade 3)
Students create and arrange music to accompany readings or dramatizations. (Grade 4)
Students create and arrange music to accompany readings or dramatizations. (Grade 5)
Students create and arrange music to accompany readings or dramatizations. (Grade K)
Students create and arrange short songs and instrumental pieces within specified guidelines, e.g., a particular style, form, instrumentation, compositional technique. (Grade 4)
Students create and arrange short songs and instrumental pieces within specified guidelines, e.g., a particular style, form, instrumentation, compositional technique. (Grade 5)
Students create and arrange short songs and instrumental pieces within specified guidelines - e.g., a particular style, form, instrumentation, compositional technique. (Grade 1)
Students create and arrange short songs and instrumental pieces within specified guidelines - e.g., a particular style, form, instrumentation, compositional technique. (Grade 2)
Students create and arrange short songs and instrumental pieces within specified guidelines - e.g., a particular style, form, instrumentation, compositional technique. (Grade 3)
Students create and arrange short songs and instrumental pieces within specified guidelines - e.g., a particular style, form, instrumentation, compositional technique. (Grade K)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade 1)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade 2)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade 3)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade 4)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade 5)
Students demonstrate audience behavior appropriate for the context and style of music performed. (Grade K)
Students demonstrate extensive knowledge of the technical vocabulary of music. (A.Band:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (A.Orch:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (ACE:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (AMC:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (AWC:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (B.Band:Grade 9)
Students demonstrate extensive knowledge of the technical vocabulary of music. (B.Orch:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (BMC:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (BMC:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (BWC:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (Grade 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (Grade 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (I.Band:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (I.Orch:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (IMC:Grades 9-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (JazzBand:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (M.Tech:Grades 11-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. (WE:Grades 10-12)
Students demonstrate extensive knowledge of the technical vocabulary of music. - Grae (9)
Students demonstrate knowledge and skills to explore career opportunities. (Counseling.3-5.CD.2)
Students demonstrate knowledge and skills to explore career opportunities. (Counseling.6-8.CD.2)
Students demonstrate knowledge and skills to explore career opportunities. (Counseling.9-12.CD.2)
Students demonstrate knowledge and skills to explore career opportunities. (Counseling.K-2.CD.2)
Students demonstrate knowledge and skills to understand and respect self/others. (Counseling.3-5.PS.1)
Students demonstrate knowledge and skills to understand and respect self/others. (Counseling.6-8.PS.1)
Students demonstrate knowledge and skills to understand and respect self/others. (Counseling.9-12.PS.1)
Students demonstrate knowledge and skills to understand and respect self/others. (Counseling.K-2.PS.1)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Band:Grade 5)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Band:Grade 6)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Band:Grade 8)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Choir:Grade 6)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Choir:Grade 7)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Choir:Grade 8)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Grade 5)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Grade 6)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Grade 7)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Grade 8)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Music:Grade 7)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Music:Grade 8)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Orch:Grade 5)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Orch:Grade 6)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Orch:Grade 7)
Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Orch:Grade 8)
Students demonstrate knowledge of the basic principles of meter rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Band:Grade 7)
Students demonstrate knowledge of the basic principles of meter rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music. (Grade 7)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade 1)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade 2)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade 3)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade 4)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade 5)
Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures, including Montana American Indian cultures. (Grade K)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (A.Band:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (A.Orch:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (ACE:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (AMC:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (AWC:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (B.Band:Grade 9)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (B.Orch:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (BMC:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (BMC:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (BWC:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (Grade 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (Grade 9)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (Grade 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (I.Band:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (I.Orch:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (IMC:Grades 9-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (JazzBand:Grades 10-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (M.Tech:Grades 11-12)
Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. (WE:Grades 10-12)
Students demonstrate the knowledge and skills that contribute to effective life-long learning. (Counseling.3-5.AD.1)
Students demonstrate the knowledge and skills that contribute to effective life-long learning. (Counseling.6-8.AD.1)
Students demonstrate the knowledge and skills that contribute to effective life-long learning. (Counseling.9-12.AD.1)
Students demonstrate the knowledge and skills that contribute to effective life-long learning. (Counseling.K-2.AD.1)
Students demonstrate well-developed ensemble skills. (A.Band:Grades 10-12)
Students demonstrate well-developed ensemble skills. (A.Orch:Grades 10-12)
Students demonstrate well-developed ensemble skills. (ACE:Grades 10-12)
Students demonstrate well-developed ensemble skills. (AMC:Grades 10-12)
Students demonstrate well-developed ensemble skills. (AWC:Grades 10-12)
Students demonstrate well-developed ensemble skills. (B.Band:Grade 9)
Students demonstrate well-developed ensemble skills. (B.Orch:Grades 9-12)
Students demonstrate well-developed ensemble skills. (BMC:Grades 10-12)
Students demonstrate well-developed ensemble skills. (BMC:Grades 9-12)
Students demonstrate well-developed ensemble skills. (BWC:Grades 9-12)
Students demonstrate well-developed ensemble skills. (Grade 10-12)
Students demonstrate well-developed ensemble skills. (Grade 9)
Students demonstrate well-developed ensemble skills. (Grade 9-12)
Students demonstrate well-developed ensemble skills. (Grades 10-12)
Students demonstrate well-developed ensemble skills. (Grades 9-12)
Students demonstrate well-developed ensemble skills. (I.Band:Grades 9-12)
Students demonstrate well-developed ensemble skills. (I.Orch:Grades 9-12)
Students demonstrate well-developed ensemble skills. (IMC:Grades 9-12)
Students demonstrate well-developed ensemble skills. (JazzBand:Grades 10-12)
Students demonstrate well-developed ensemble skills. (M.Tech:Grades 11-12)
Students demonstrate well-developed ensemble skills. (WE:Grades 10-12)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Band:Grade 5)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Band:Grade 6)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Band:Grade 7)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Band:Grade 8)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Choir:Grade 6)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Choir:Grade 7)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Choir:Grade 8)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Grade 5)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Grade 6)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Grade 7)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Grade 8)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Music:Grade 7)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Music:Grade 8)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Orch:Grade 5)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Orch:Grade 6)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Orch:Grade 7)
Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures, including Montana American Indian cultures. (Orch:Grade 8)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade 1)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade 2)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade 3)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade 4)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade 5)
Students describe in simple terms how elements of music are used in music examples from cultures of the world, including Montana American Indian cultures. (Grade K)
Students describe specific music events, e.g., entry of oboe, change of meter, return of refrain, in a given aural example, using appropriate terminology. (Band:Grade 7)
Students describe specific music events, e.g., entry of oboe, change of meter, return of refrain, in a given aural example, using appropriate terminology. (Grade 7)
Students describe specific music events, e.g., entry of oboe, change of meter, return of refrain in a given aural example, using appropriate terminology. (Grade 5)
Students describe specific music events, e.g., entry of oboe, change of meter, return of refrain in a given aural example, using appropriate terminology. (Orch:Grade 5)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology.. (Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology.. (Orch:Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Band:Grade 5)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Band:Grade 6)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Band:Grade 8)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Choir:Grade 6)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Choir:Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Choir:Grade 8)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Grade 5)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Grade 6)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Grade 8)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Music:Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Music:Grade 8)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Orch:Grade 6)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Orch:Grade 7)
Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given aural example, using appropriate terminology. (Orch:Grade 8)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Band:Grade 5)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Band:Grade 6)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Band:Grade 7)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Band:Grade 8)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Choir:Grade 6)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Choir:Grade 7)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Choir:Grade 8)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 5)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 6)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 7)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 8)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Music:Grade 7)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Music:Grade 8)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Orch:Grade 5)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Orch:Grade 6)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Orch:Grade 7)
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Orch:Grade 8)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Band:Grade 5)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Band:Grade 6)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Band:Grade 7)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Choir:Grade 6)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Choir:Grade 7)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Choir:Grade 8)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Grade 5)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Grade 6)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Grade 7)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Grade 8)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Music:Grade 7)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Music:Grade 8)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Orch:Grade 5)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Orch:Grade 6)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Orch:Grade 7)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. (Orch:Grade 8)
Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing. Grade 6
Students develop criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria in their personal listening and performing. (Band:Grade 8)
Students develop criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria in their personal listening and performing. (Grade 8)
Students devise criteria for evaluating performances and compositions. (Grade 1)
Students devise criteria for evaluating performances and compositions. (Grade 2)
Students devise criteria for evaluating performances and compositions. (Grade 3)
Students devise criteria for evaluating performances and compositions. (Grade 4)
Students devise criteria for evaluating performances and compositions. (Grade 5)
Students devise criteria for evaluating performances and compositions. (Grade K)
Students echo short rhythms and melodic patterns. (Grade 1)
Students echo short rhythms and melodic patterns. (Grade 2)
Students echo short rhythms and melodic patterns. (Grade 3)
Students echo short rhythms and melodic patterns. (Grade 4)
Students echo short rhythms and melodic patterns. (Grade 5)
Students echo short rhythms and melodic patterns. (Grade K)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (A.Band:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (A.Orch:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (ACE:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (AMC:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (AWC:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (B.Band:Grade 9)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (B.Orch:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (BMC:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (BMC:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (BWC:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (Grade 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (Grade 9)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (Grade 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (I.Band:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (I.Orch:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (IMC:Grades 9-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (JazzBand:Grades 10-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (M.Tech:Grades 11-12)
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (WE:Grades 10-12)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Choir:Grade 6)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Choir:Grade 7)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Choir:Grade 8)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Grade 8)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Music:Grade 7)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Music:Grade 8)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Orch:Grade 5)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Orch:Grade 6)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Orch:Grade 7)
Students evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Orch:Grade 8)
Students evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Band:Grade 5)
Students evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Band:Grade 6)
Students evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Band:Grade 7)
Students evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions. (Band:Grade 8)
Students evaluate the relationship between successful academics to the worlds of work, life, and community. (Counseling.3-5.AD.3)
Students evaluate the relationship between successful academics to the worlds of work, life, and community. (Counseling.6-8.AD.3)
Students evaluate the relationship between successful academics to the worlds of work, life, and community. (Counseling.9-12.AD.3)
Students evaluate the relationship between successful academics to the worlds of work, life, and community. (Counseling.K-2.AD.3)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (A.Band:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (A.Orch:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (ACE:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (AMC:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (B.Orch:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (BMC:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (BMC:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (BWC:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (I.Band:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (I.Orch:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (IMC:Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (JazzBand:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (M.Tech:Grades 11-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria. (WE:Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (B.Band:Grade 9)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (Grade 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (Grade 9)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (Grade 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (Grades 10-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. (Grades 9-12)
Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music. (AWC:Grades 10-12)
Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (Grade 1)
Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (Grade 2)
Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (Grade 3)
Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (Grade 4)
Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles. (Grade 5)
Students explain how elements, artistic processes, and organizational principle are used in similar and distinctive ways in the various arts and cite examples. (BWC:Grades 9-12)
Students explain how elements, artistic processes, and organizational principle are used in similar and distinctive ways in the various arts and cite examples. (Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (A.Band:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (A.Orch:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (ACE:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (AWC:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (B.Band:Grade 9)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (B.Orch:Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (BMC:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (BMC:Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grade 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grade 9)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grade 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (I.Band:Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (I.Orch:Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (IMC:Grades 9-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (JazzBand:Grades 10-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (M.Tech:Grades 11-12)
Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (WE:Grades 10-12)
Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (AMC:Grades 10-12)
Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (A.Band:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (A.Orch:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (ACE:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (AMC:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (AWC:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (B.Band:Grade 9)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (B.Orch:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (BMC:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (BMC:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (BWC:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (Grade 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (Grade 9)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (Grade 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (I.Band:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (I.Orch:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (IMC:Grades 9-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (JazzBand:Grades 10-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (M.Tech:Grades 11-12)
Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (WE:Grades 10-12)
Students graduate MCPS with the academic preparation essential to choose from a wide range of post-secondary options. (Counseling.3-5.AD.2)
Students graduate MCPS with the academic preparation essential to choose from a wide range of post-secondary options. (Counseling.6-8.AD.2)
Students graduate MCPS with the academic preparation essential to choose from a wide range of post-secondary options. (Counseling.9-12.AD.2)
Students graduate MCPS with the academic preparation essential to choose from a wide range of post-secondary options. (Counseling.K-2.AD.2)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Band:Grade 5)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Band:Grade 6)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Band:Grade 7)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Band:Grade 8)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Choir:Grade 6)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Choir:Grade 7)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Choir:Grade 8)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Grade 5)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Grade 6)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Grade 7)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Grade 8)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Music:Grade 7)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Music:Grade 8)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Orch:Grade 5)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Orch:Grade 6)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Orch:Grade 7)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Orch:Grade 8)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Grade 6
Students identify and describe roles of musicians, e.g., orchestra conductor, folksinger, church organist in various music settings and cultures, including Montana American Indian cultures. (Grade 3)
Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures, including Montana American Indian cultures. (Grade 1)
Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures, including Montana American Indian cultures. (Grade 2)
Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures, including Montana American Indian cultures. (Grade 4)
Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures, including Montana American Indian cultures. (Grade 5)
Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures, including Montana American Indian cultures. (Grade K)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (A.Band:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (A.Orch:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (ACE:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (AMC:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (AWC:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (B.Band:Grade 9)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (B.Orch:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (BMC:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (BMC:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (BWC:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (Grade 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (Grade 9)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (Grade 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (I.Band:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (I.Orch:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (IMC:Grades 9-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (JazzBand:Grades 10-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (M.Tech:Grades 11-12)
Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques. (WE:Grades 10-12)
Students identify and utilize processes to set and achieve goals, make responsible decisions, solve problems, and be safe. (Counseling.3-5.PS.2)
Students identify and utilize processes to set and achieve goals, make responsible decisions, solve problems, and be safe. (Counseling.6-8.PS.2)
Students identify and utilize processes to set and achieve goals, make responsible decisions, solve problems, and be safe. (Counseling.9-12.PS.2)
Students identify and utilize processes to set and achieve goals, make responsible decisions, solve problems, and be safe. (Counseling.K-2.PS.2)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade 1)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade 2)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade 3)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade 4)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade 5)
Students identify by genre or style aural examples of music from various historical periods and cultures, including Montana American Indian cultures. (Grade K)
Students identify individual strengths and interests to make informed education and career decisions. (Counseling.3-5.CD.1)
Students identify individual strengths and interests to make informed education and career decisions. (Counseling.6-8.CD.1)
Students identify individual strengths and interests to make informed education and career decisions. (Counseling.9-12.CD.1)
Students identify individual strengths and interests to make informed education and career decisions. (Counseling.K-2.CD.1)
Students identify similarities and differences in the meanings of common terms, e.g., form, line, contrast, used in the various arts. (Grade 4)
Students identify similarities and differences in the meanings of common terms, e.g., form, line, contrast used in the various arts. (Grade 3)
Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts. (Grade 1)
Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts. (Grade 2)
Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts. (Grade 5)
Students identify similarities and differences in the meanings of common terms - e.g., form, line, contrast) used in the various arts. (Grade K)
Students identify simple music forms when presented aurally. (Grade 1)
Students identify simple music forms when presented aurally. (Grade 2)
Students identify simple music forms when presented aurally. (Grade 3)
Students identify simple music forms when presented aurally. (Grade 4)
Students identify simple music forms when presented aurally. (Grade 5)
Students identify simple music forms when presented aurally. (Grade K)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (ACE:Grades 10-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (AMC:Grades 10-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (AWC:Grades 10-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (B.Orch:Grades 9-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (BWC:Grades 9-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (Grade 10-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (Grades 10-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (Grades 9-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (I.Orch:Grades 9-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (IMC:Grades 9-12)
Students identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (WE:Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (A.Band:Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (A.Orch:Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (BMC:Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (BMC:Grades 9-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (Grade 9-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (Grades 9-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (I.Band:Grades 9-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (JazzBand:Grades 10-12)
Students identify sources of American music genres (e.g., swing, Broadway musical, blues, American Indian) trace the evolution of those genres, and cite well-known musicians associated with them. (M.Tech:Grades 11-12)
Students identify sources of American music genres e.g., swing, Broadway musical, blues, American Indian trace the evolution of those genres, and cite well-known musicians associated with them. (B.Band:Grade 9)
Students identify sources of American music genres e.g., swing, Broadway musical, blues, American Indian trace the evolution of those genres, and cite well-known musicians associated with them. (Grade 9)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade 1)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade 2)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade 3)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade 4)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade 5)
Students identify symbols and traditional terms referring to dynamics, tempo, and articulation, and interpret them correctly when performing. (Grade K)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices.. (Grade 3)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices. (Grade 1)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices. (Grade 2)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices. (Grade 4)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices. (Grade 5)
Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices, and male and female adult voices. (Grade K)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (ACE:Grades 10-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (AMC:Grades 10-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (BMC:Grades 10-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (BMC:Grades 9-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (BWC:Grades 9-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (IMC:Grades 9-12)
Students identify various roles, cite representative individuals who have functioned in each role, and describe their activities and achievements. (JazzBand:Grades 10-12)
Students identify various roles, e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grades 9-12)
Students identify various roles, e.g., entertainer, teachers, transmitter of cultural tradition, that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (AWC:Grades 10-12)
Students identify various roles, e.g., entertainer, teachers, transmitter of cultural tradition, that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grades 10-12)
Students identify various roles, e.g., entertainer, teachers, transmitter of cultural tradition, that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grades 9-12)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (B.Band:Grade 9)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grade 10-12)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grade 9)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grade 9-12)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (Grades 10-12)
Students identify various roles (e.g., entertainer, teachers, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (I.Band:Grades 9-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (A.Band:Grades 10-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (A.Orch:Grades 10-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (B.Orch:Grades 9-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (I.Orch:Grades 9-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (M.Tech:Grades 11-12)
Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (WE:Grades 10-12)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade 1)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade 2)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade 3)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade 4)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade 5)
Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use. (Grade K)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 1)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 2)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 3)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 4)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade 5)
Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. (Grade K)
Students improvise answers in the same style to given rhythmic and melodic phrases. (Grade K)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Band:Grade 5)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Band:Grade 6)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Band:Grade 7)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Band:Grade 8)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Choir:Grade 6)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Choir:Grade 7)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Choir:Grade 8)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Grade 5)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Grade 6)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Grade 7)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Grade 8)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Music:Grade 7)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Music:Grade 8)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Orch:Grade 5)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Orch:Grade 6)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Orch:Grade 7)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. (Orch:Grade 8)
Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. - Grade (5)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (A.Band:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (A.Orch:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (ACE:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (AMC:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (AWC:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (B.Band:Grade 9)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (B.Orch:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (BMC:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (BMC:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (BWC:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grade 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grade 9)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grade 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (I.Band:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (I.Orch:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (IMC:Grades 9-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (JazzBand:Grades 10-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (M.Tech:Grades 11-12)
Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (WE:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (A.Band:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (A.Orch:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (ACE:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (AMC:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (AWC:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (B.Band:Grade 9)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (B.Orch:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (BMC:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (BMC:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (BWC:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (Grade 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (Grade 9)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (Grade 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (I.Band:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (I.Orch:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (IMC:Grades 9-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (JazzBand:Grades 10-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (M.Tech:Grades 11-12)
Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys. (WE:Grades 10-12)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Band:Grade 5)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Band:Grade 6)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Band:Grade 7)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Band:Grade 8)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Choir:Grade 6)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Choir:Grade 7)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Choir:Grade 8)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Grade 5)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Grade 6)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Grade 7)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Grade 8)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Music:Grade 7)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Music:Grade 8)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Orch:Grade 5)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Orch:Grade 6)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Orch:Grade 7)
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. (Orch:Grade 8)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means. (Grade 3)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means. (Grade 4)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means. (Grade 5)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds and sounds produced by electronic means. (Grade 1)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds and sounds produced by electronic means. (Grade 2)
Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds and sounds produced by electronic means. (Grade K)
Students improvise simple harmonic accompaniments. (Band:Grade 5)
Students improvise simple harmonic accompaniments. (Band:Grade 6)
Students improvise simple harmonic accompaniments. (Band:Grade 7)
Students improvise simple harmonic accompaniments. (Band:Grade 8)
Students improvise simple harmonic accompaniments. (Choir:Grade 6)
Students improvise simple harmonic accompaniments. (Choir:Grade 7)
Students improvise simple harmonic accompaniments. (Choir:Grade 8)
Students improvise simple harmonic accompaniments. (Grade 5)
Students improvise simple harmonic accompaniments. (Grade 6)
Students improvise simple harmonic accompaniments. (Grade 7)
Students improvise simple harmonic accompaniments. (Grade 8)
Students improvise simple harmonic accompaniments. (Music:Grade 7)
Students improvise simple harmonic accompaniments. (Music:Grade 8)
Students improvise simple harmonic accompaniments. (Orch:Grade 5)
Students improvise simple harmonic accompaniments. (Orch:Grade 6)
Students improvise simple harmonic accompaniments. (Orch:Grade 7)
Students improvise simple harmonic accompaniments. (Orch:Grade 8)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade 1)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade 2)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade 3)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade 4)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade 5)
Students improvise simple rhythmic and melodic ostinato accompaniments. (Grade K)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade 1)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade 2)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade 3)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade 4)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade 5)
Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. (Grade K)
Students improvise stylistically appropriate harmonizing parts. (A.Band:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (A.Orch:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (ACE:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (AMC:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (AWC:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (B.Band:Grade 9)
Students improvise stylistically appropriate harmonizing parts. (B.Orch:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (BMC:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (BMC:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (BWC:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (Grade 10-12)
Students improvise stylistically appropriate harmonizing parts. (Grade 9)
Students improvise stylistically appropriate harmonizing parts. (Grade 9-12)
Students improvise stylistically appropriate harmonizing parts. (Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (I.Band:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (I.Orch:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (IMC:Grades 9-12)
Students improvise stylistically appropriate harmonizing parts. (JazzBand:Grades 10-12)
Students improvise stylistically appropriate harmonizing parts. (M.Tech:Grades 11-12)
Students improvise stylistically appropriate harmonizing parts. (WE:Grades 10-12)
Students improvise “answers” in the same style to given rhythmic and melodic phrases. (Grade 1)
Students improvise “answers” in the same style to given rhythmic and melodic phrases. (Grade 2)
Students improvise “answers” in the same style to given rhythmic and melodic phrases. (Grade 3)
Students improvise “answers” in the same style to given rhythmic and melodic phrases. (Grade 4)
Students improvise “answers” in the same style to given rhythmic and melodic phrases. (Grade 5)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (A.Band:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (A.Orch:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (ACE:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (AMC:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (AWC:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (B.Band:Grade 9)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (B.Orch:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (BMC:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (BMC:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (BWC:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (Grade 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (Grade 9)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (Grade 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (I.Band:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (I.Orch:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (IMC:Grades 9-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (JazzBand:Grades 10-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (M.Tech:Grades 11-12)
Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. (WE:Grades 10-12)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade 1)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade 2)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade 3)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade 4)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade 5)
Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. (Grade K)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade 1)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade 2)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade 3)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade 4)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade 5)
Students perform expressively a varied repertoire of music representing diverse genres and styles. (Grade K)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 1)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 2)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 3)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 4)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 5)
Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade K)
Students perform in small ensembles with one student on a part. (A.Band:Grades 10-12)
Students perform in small ensembles with one student on a part. (A.Orch:Grades 10-12)
Students perform in small ensembles with one student on a part. (ACE:Grades 10-12)
Students perform in small ensembles with one student on a part. (AMC:Grades 10-12)
Students perform in small ensembles with one student on a part. (B.Band:Grade 9)
Students perform in small ensembles with one student on a part. (B.Orch:Grades 9-12)
Students perform in small ensembles with one student on a part. (BMC:Grades 10-12)
Students perform in small ensembles with one student on a part. (BMC:Grades 9-12)
Students perform in small ensembles with one student on a part. (BWC:Grades 9-12)
Students perform in small ensembles with one student on a part. (Grade 10-12)
Students perform in small ensembles with one student on a part. (Grade 9)
Students perform in small ensembles with one student on a part. (Grade 9-12)
Students perform in small ensembles with one student on a part. (Grades 10-12)
Students perform in small ensembles with one student on a part. (Grades 9-12)
Students perform in small ensembles with one student on a part. (I.Band:Grades 9-12)
Students perform in small ensembles with one student on a part. (I.Orch:Grades 9-12)
Students perform in small ensembles with one student on a part. (IMC:Grades 9-12)
Students perform in small ensembles with one student on a part. (JazzBand:Grades 10-12)
Students perform in small ensembles with one student on a part. (M.Tech:Grades 11-12)
Students perform in small ensembles with one student on a part. (WE:Grades 10-12)
Students perform in small ensembles with one student on a part (AWC:Grades 10-12)
Students perform independent instrumental parts, e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords while other students sing or play contrasting parts. (Grade 4)
Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinati, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts. (Grade 5)
Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts. (Grade 1)
Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts. (Grade 2)
Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts. (Grade 3)
Students perform independent instrumental parts - e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords - while other students sing or play contrasting parts. (Grade K)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Band:Grade 5)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Band:Grade 6)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Band:Grade 7)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Band:Grade 8)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 6)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 7)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 8)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 5)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 6)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 7)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 8)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Music:Grade 7)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Music:Grade 8)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 5)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 6)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 7)
Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 8)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Band:Grade 5)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Band:Grade 6)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Band:Grade 7)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Band:Grade 8)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Choir:Grade 6)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Choir:Grade 7)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Choir:Grade 8)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Grade 5)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Grade 6)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Grade 7)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Grade 8)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Music:Grade 7)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Music:Grade 8)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Orch:Grade 5)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Orch:Grade 6)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Orch:Grade 7)
Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control. (Orch:Grade 8)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade 1)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade 2)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade 3)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade 4)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade 5)
Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. (Grade K)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (A.Band:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (A.Orch:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (ACE:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (AMC:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (AWC:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (B.Band:Grade 9)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (B.Orch:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (BMC:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (BMC:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (BWC:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (Grade 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (Grade 9)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (Grade 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (I.Band:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (I.Orch:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (IMC:Grades 9-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (JazzBand:Grades 10-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (M.Tech:Grades 11-12)
Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6. (WE:Grades 10-12)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 5)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 6)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 7)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 8)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 6)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 7)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 5)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 6)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 7)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 8)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 7)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 8)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 5)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 6)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 7)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 8)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. - (Choir:Grade 8)
Students perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6. - (Grade 8)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Band:Grade 5)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Band:Grade 6)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Band:Grade 7)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Band:Grade 8)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Choir:Grade 6)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Choir:Grade 7)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Choir:Grade 8)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Grade 5)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Grade 6)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Grade 7)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Grade 8)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Music:Grade 7)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Music:Grade 8)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Orch:Grade 5)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Orch:Grade 6)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Orch:Grade 7)
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument. (Orch:Grade 8)
Students read at sight simple melodies in both the treble and bass clefs.
Students read at sight simple melodies in both the treble and bass clefs. (Band:Grade 5)
Students read at sight simple melodies in both the treble and bass clefs. (Band:Grade 6)
Students read at sight simple melodies in both the treble and bass clefs. (Band:Grade 7)
Students read at sight simple melodies in both the treble and bass clefs. (Band:Grade 8)
Students read at sight simple melodies in both the treble and bass clefs. (Choir:Grade 6)
Students read at sight simple melodies in both the treble and bass clefs. (Choir:Grade 8)
Students read at sight simple melodies in both the treble and bass clefs. (Grade 5)
Students read at sight simple melodies in both the treble and bass clefs. (Grade 6)
Students read at sight simple melodies in both the treble and bass clefs. (Grade 7)
Students read at sight simple melodies in both the treble and bass clefs. (Grade 8)
Students read at sight simple melodies in both the treble and bass clefs. (Music:Grade 7)
Students read at sight simple melodies in both the treble and bass clefs. (Music:Grade 8)
Students read at sight simple melodies in both the treble and bass clefs. (Orch:Grade 5)
Students read at sight simple melodies in both the treble and bass clefs. (Orch:Grade 6)
Students read at sight simple melodies in both the treble and bass clefs. (Orch:Grade 7)
Students read at sight simple melodies in both the treble and bass clefs. (Orch:Grade 8)
Students read at sight simple melodies in both the treble and bass clefs (Choir:Grade 7)
Students read at sight simple melodies in both the treble and bass clefs (Grade 7)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade 1)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade 2)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade 3)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade 4)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade 5)
Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (Grade K)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Band:Grade 5)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Band:Grade 6)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Band:Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Band:Grade 8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Choir:Grade 6)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Choir:Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Choir:Grade 8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Grade 5)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Grade 6)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Grade 8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Orch:Grade 5)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Orch:Grade 6)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Orch:Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. (Orch:Grade 8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. - Grad (8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8. (Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8. (Grade 8)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8. (Music:Grade 7)
Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8. (Music:Grade 8)
Students reflect on and apply strategies, personal qualities, and skills to successfully navigate the world of work. (Counseling.3-5.CD.3)
Students reflect on and apply strategies, personal qualities, and skills to successfully navigate the world of work. (Counseling.6-8.CD.3)
Students reflect on and apply strategies, personal qualities, and skills to successfully navigate the world of work. (Counseling.9-12.CD.3)
Students reflect on and apply strategies, personal qualities, and skills to successfully navigate the world of work. (Counseling.K-2.CD.3)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade 1)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade 2)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade 3)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade 4)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade 5)
Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. (Grade K)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Band:Grade 5)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Band:Grade 6)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Band:Grade 7)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Band:Grade 8)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Choir:Grade 6)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Choir:Grade 7)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Choir:Grade 8)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Grade 5)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Grade 6)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Grade 7)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Grade 8)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Music:Grade 7)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Music:Grade 8)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Orch:Grade 5)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Orch:Grade 6)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Orch:Grade 7)
Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles. (Orch:Grade 8)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade 1)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade 2)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade 3)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade 4)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade 5)
Students sing expressively, with appropriate dynamics, phrasing, and interpretation. (Grade K)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade 1)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade 2)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade 3)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade 4)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade 5)
Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. (Grade K)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 1)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 2)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 3)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 4)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade 5)
Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. (Grade K)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade 1)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade 2)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade 3)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade 4)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade 5)
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo. (Grade K)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Band:Grade 6)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 6)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 7)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Choir:Grade 8)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 5)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 6)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 7)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Grade 8)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Music:Grade 7)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Music:Grade 8)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 5)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 6)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 7)
Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed. (Orch:Grade 8)
Students sing music written in four parts, with and without accompaniment. (A.Band:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (A.Orch:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (ACE:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (AMC:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (AWC:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (B.Band:Grade 9)
Students sing music written in four parts, with and without accompaniment. (B.Orch:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (BMC:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (BMC:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (BWC:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (Grade 10-12)
Students sing music written in four parts, with and without accompaniment. (Grade 9)
Students sing music written in four parts, with and without accompaniment. (Grade 9-12)
Students sing music written in four parts, with and without accompaniment. (Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (I.Band:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (I.Orch:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (IMC:Grades 9-12)
Students sing music written in four parts, with and without accompaniment. (JazzBand:Grades 10-12)
Students sing music written in four parts, with and without accompaniment. (M.Tech:Grades 11-12)
Students sing music written in four parts, with and without accompaniment. (WE:Grades 10-12)
Students sing music written in two and three parts. (Band:Grade 6)
Students sing music written in two and three parts. (Choir:Grade 6)
Students sing music written in two and three parts. (Choir:Grade 7)
Students sing music written in two and three parts. (Choir:Grade 8)
Students sing music written in two and three parts. (Grade 5)
Students sing music written in two and three parts. (Grade 6)
Students sing music written in two and three parts. (Grade 7)
Students sing music written in two and three parts. (Grade 8)
Students sing music written in two and three parts. (Music:Grade 7)
Students sing music written in two and three parts. (Music:Grade 8)
Students sing music written in two and three parts. (Orch:Grade 5)
Students sing music written in two and three parts. (Orch:Grade 6)
Students sing music written in two and three parts. (Orch:Grade 7)
Students sing music written in two and three parts. (Orch:Grade 8)
Students sing ostinati, partner songs, and rounds. (Grade 1)
Students sing ostinati, partner songs, and rounds. (Grade 2)
Students sing ostinati, partner songs, and rounds. (Grade 5)
Students sing ostinatos, partner songs, and rounds. (Grade 3)
Students sing ostinatos, partner songs, and rounds. (Grade 4)
Students sing ostinatos, partner songs, and rounds. (Grade K)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (A.Band:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (A.Orch:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (ACE:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (AMC:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (AWC:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (B.Band:Grade 9)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (B.Orch:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (BMC:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (BMC:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (BWC:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (Grade 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (Grade 9)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (I.Band:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (I.Orch:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (IMC:Grades 9-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (JazzBand:Grades 10-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (M.Tech:Grades 11-12)
Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. (WE:Grades 10-12)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 6)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 6)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 7)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 8)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 5)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 6)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 7)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Grade 8)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 7)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 8)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 5)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 6)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 7)
Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 8)
Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys. (Grade 1)
Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys. (Grade 2)
Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys. (Grade 3)
Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys. (Grade 4)
Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys. (Grade 5)
Students use a system - that is, syllables, numbers, or letters - to read simple pitch notation in the treble clef in major keys. (Grade K)
Students use a variety of sound sources when composing. (Grade 1)
Students use a variety of sound sources when composing. (Grade 2)
Students use a variety of sound sources when composing. (Grade 3)
Students use a variety of sound sources when composing. (Grade 4)
Students use a variety of sound sources when composing. (Grade 5)
Students use a variety of sound sources when composing. (Grade K)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.(Choir:Grade 6)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Band:Grade 5)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Band:Grade 6)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Band:Grade 7)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Band:Grade 8)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Choir:Grade 7)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Choir:Grade 8)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Grade 5)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Grade 6)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Grade 7)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Grade 8)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Music:Grade 7)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Music:Grade 8)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Orch:Grade 5)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Orch:Grade 6)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Orch:Grade 7)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. (Orch:Grade 8)
Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging. - Grace (8)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade 1)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade 2)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade 3)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade 4)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade 5)
Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. (Grade K)
Students use standard notation to record their musical ideas and the (K,S,P)musical ideas of others. (Grade 7)
Students use standard notation to record their musical ideas and the (K,S,P)musical ideas of others. (Orch:Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Band:Grade 5)
Students use standard notation to record their musical ideas and the musical ideas of others. (Band:Grade 6)
Students use standard notation to record their musical ideas and the musical ideas of others. (Band:Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Band:Grade 8)
Students use standard notation to record their musical ideas and the musical ideas of others. (Choir:Grade 6)
Students use standard notation to record their musical ideas and the musical ideas of others. (Choir:Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Choir:Grade 8)
Students use standard notation to record their musical ideas and the musical ideas of others. (Grade 5)
Students use standard notation to record their musical ideas and the musical ideas of others. (Grade 6)
Students use standard notation to record their musical ideas and the musical ideas of others. (Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Grade 8)
Students use standard notation to record their musical ideas and the musical ideas of others. (Music:Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Music:Grade 8)
Students use standard notation to record their musical ideas and the musical ideas of others. (Orch:Grade 5)
Students use standard notation to record their musical ideas and the musical ideas of others. (Orch:Grade 6)
Students use standard notation to record their musical ideas and the musical ideas of others. (Orch:Grade 7)
Students use standard notation to record their musical ideas and the musical ideas of others. (Orch:Grade 8)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade 1)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade 2)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade 3)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade 4)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade 5)
Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher. (Grade K)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Band:Grade 6)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Choir:Grade 6)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Choir:Grade 7)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Choir:Grade 8)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Grade 5)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Grade 6)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Grade 7)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Grade 8)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Music:Grade 7)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Music:Grade 8)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Orch:Grade 5)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Orch:Grade 6)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Orch:Grade 7)
Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory. (Orch:Grade 8)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 5)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 6)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 7)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Band:Grade 8)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 6)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 7)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Choir:Grade 8)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Grade 5)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Grade 6)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Grade 7)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Grade 8)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 7)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Music:Grade 8)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 5)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 6)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 7)
Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. (Orch:Grade 8)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (A.Band:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (A.Orch:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (ACE:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (AMC:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (AWC:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (B.Band:Grade 9)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (B.Orch:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (BMC:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (BMC:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (BWC:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Grade 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Grade 9)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Grade 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (I.Band:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (I.Orch:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (IMC:Grades 9-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (JazzBand:Grades 10-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (M.Tech:Grades 11-12)
Students who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. (WE:Grades 10-12)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Band:Grade 5)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Band:Grade 6)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Band:Grade 7)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Band:Grade 8)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Choir:Grade 6)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Choir:Grade 7)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Choir:Grade 8)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Grade 5)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Grade 6)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Grade 7)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Grade 8)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Music:Grade 7)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Music:Grade 8)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Orch:Grade 5)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Orch:Grade 6)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Orch:Grade 7)
Students who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos. (Orch:Grade 8)
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Support with Technology
Teacher, Support Staff, Superintendent, Advisory Committee
Teacher, Support Staff, Superintendent Advisory (TSSS)
Teaching and Learning Home
Technology
Technology CASC
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
The student can use digital tools and skills to construct new personal understandings. (Grade 1)
The student can use digital tools and skills to construct new personal understandings. (Grade 2)
Theatre Arts
Theatre Arts CASC
Theme Development
Third Grade
Third Grade Geometry
Third Grade Math Additional Lessons
Third Grade Math PLC Templates
Third Grade Math Performance Tasks
Third Grade Measurements and Data
Title 1
Title I
Title I Community Advisory Committee
Title I Department Meetings
Title I School Counselor (At-Risk Youth)
Title I Standing Committee
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Tudents identify sources of American music genres, e.g., swing, Broadway musical, blues, American Indian, trace the evolution of those genres, and cite well-known musicians associated with them. (Grades 9-12)
Tudents improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality. (Grades 9-12)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opionion or preference about the topic or book (e.g., My favorite book is…).
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Use a comma to separate coordinate adjectives.
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence, and to indicate direct address.
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word, precede, recede, secede gr8.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word; audience, auditory, audible.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word; belligerent, bellicose, rebel gr7.
Use context, the overall meaning of a sentence or paragraph; a word’s position or function in a sentence, as a clue to the meaning of a word or phrase gr7.
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Use context ,the overall meaning of a sentence or paragraph; a word’s position or function in a sentence, as a clue to the meaning of a word or phrase.
Use context as a clue to the meaning of a word or phrase gr8.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Use digital tools and resources for problem solving and decision making. - Analyze and ethically use data and information from digital resources. (Grade 5)
Use digital tools and resources for problem solving and decision making. - Analyze and ethically use data and information from digital resources. (Grade 6)
Use digital tools and resources for problem solving and decision making. - Collect relevant data and information on a subject from a variety of digital resources. (Grade 5)
Use digital tools and resources for problem solving and decision making. - Collect relevant data and information on a subject from a variety of digital resources. (Grade 6)
Use digital tools and resources for problem solving and decision making. - The student can analyze and ethically use data and information from digital resources. (Grade 7)
Use digital tools and resources for problem solving and decision making. - The student can analyze and ethically use data and information from digital resources. (Grade 8)
Use digital tools and resources for problem solving and decision making. - The student can collect data and information using digital tools. (Grade 1)
Use digital tools and resources for problem solving and decision making. - The student can collect data and information using digital tools. (Grade 3)
Use digital tools and resources for problem solving and decision making. - The student can collect data and information using digital tools. (Grade 4)
Use digital tools and resources for problem solving and decision making. - The student can collect data and information using digital tools. (Kindergarten)
Use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 11)
Use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 12)
Use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 7)
Use digital tools and resources for problem solving and decision making. - The student can collect relevant data and information on a subject from a variety of digital resources. (Grade 8)
Use digital tools and resources for problem solving and decision making. - The student can compare accuracy, diversity, relevance, and point of view, including Montana American Indians, of digital information. (Grade 7)
Use digital tools and resources for problem solving and decision making. - The student can compare accuracy, diversity, relevance, and point of view, including Montana American Indians, of digital information. (Grade 8)
Use digital tools and resources for problem solving and decision making. - The student can compare accuracy, diversity, relevance, and point of view (including that of Montana American Indians) of digital information. (Grade 5)
Use digital tools and resources for problem solving and decision making. - The student can compare accuracy, diversity, relevance, and point of view (including that of Montana American Indians) of digital information. (Grade 6)
Use digital tools and resources for problem solving and decision making. - The student can evaluate and synthesize data and information. (Grade 11)
Use digital tools and resources for problem solving and decision making. - The student can evaluate and synthesize data and information. (Grade 12)
Use digital tools and resources for problem solving and decision making. - The student can identify and investigate a problem and generate possible solutions. (Grade 1)
Use digital tools and resources for problem solving and decision making. - The student can identify and investigate a problem and generate possible solutions. (Grade 3)
Use digital tools and resources for problem solving and decision making. - The student can identify and investigate a problem and generate possible solutions. (Grade 4)
Use digital tools and resources for problem solving and decision making. - The student can identify and investigate a problem and generate possible solutions. (Kindergarten)
Use digital tools and resources for problem solving and decision making. - The student can identify the accuracy, diversity, and point of view, including Montana American Indians, of digital information. (Grade 3)
Use digital tools and resources for problem solving and decision making. - The student can identify the accuracy, diversity, and point of view including, Montana American Indians, of digital information. (Grade 4)
Use digital tools and resources for problem solving and decision making. - The student can identify the accuracy, diversity and point of view, including Montana American Indians, of digital information. (Grade 1)
Use digital tools and resources for problem solving and decision making. - The student can identify the accuracy, diversity and point of view, including Montana American Indians, of digital information. (Kindergarten)
Use digital tools and resources for problem solving and decision making. - The student can organize collected data and information using a variety of digital tools (Kindergarten)
Use digital tools and resources for problem solving and decision making. - The student can organize collected data and information using a variety of tools. (Grade 1)
Use digital tools and resources for problem solving and decision making. - The student can organize collected data and information using a variety of tools. (Grade 3)
Use digital tools and resources for problem solving and decision making. - The student can organize collected data and information using a variety of tools. (Grade 4)
Use digital tools and resources for problem solving and decision making. - The student can select from an array of digital tools to organize and analyze data from a variety of resources. (Grade 11)
Use digital tools and resources for problem solving and decision making. - The student can select from an array of digital tools to organize and analyze data from a variety of resources. (Grade 12)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 11)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 12)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 5)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 6)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 7)
Use digital tools and resources for problem solving and decision making. - The student can share data and information ethically and appropriately cite sources. (Grade 8)
Use digital tools and resources for problem solving and decision making. - The student can share information ethically and note sources. (Grade 1)
Use digital tools and resources for problem solving and decision making. - The student can share information ethically and note sources. (Grade 3)
Use digital tools and resources for problem solving and decision making. - The student can share information ethically and note sources. (Grade 4)
Use digital tools and resources for problem solving and decision making. - The student can share information ethically and note sources. (Kindergarten)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches and diverse perspectives, including Montana American Indians, to explore alternative solutions. (Grade 11)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches and diverse perspectives, including Montana American Indians, to explore alternative solutions. (Grade 12)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches to explore alternative solutions. (Grade 5)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches to explore alternative solutions. (Grade 6)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches to explore alternative solutions. (Grade 7)
Use digital tools and resources for problem solving and decision making. - The student can use multiple approaches to explore alternative solutions. (Grade 8)
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases
Use illustrations and details in a story to describe its characters, setting, or events.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Use intensive pronouns (e.g., myself, ourselves).
Use knowledge of language and its conventions when writing, speaking, reading, or listening:Choose punctuation for effect.
Use knowledge of language and its conventions when writing, speaking, reading, or listening:Choose words and phrases to convey ideas precisely.
Use knowledge of language and its conventions when writing, speaking, reading, or listening:Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Choose words and phrases for effect.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Maintain consistency in style and tone.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Recognize and observe differences between the conventions of spoken and written standard English.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., e
Use knowledge of language and its conventions when writing, speaking, reading, or listening: Vary sentence patterns for meaning, reader/listener interest, and style.
Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English.
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Use the illustrations and details in a text to describe its key ideas.
Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Uses combined knowledge of all letter-sound correspondences, syllabication patterns and morphology to read accurately unfamiliar multisyllabic words in context and out of context.
Verify the preliminary determination of the meaning of a word or phrase, by checking the inferred meaning in context or in a dictionary.
Verify the preliminary determination of the meaning of a word or phrase, by checking the inferred meaning in context or in a dictionary gr7.
Verify the preliminary determination of the meaning of a word or phrase, by checking the inferred meaning in context or in a dictionary gr8.
Visual Arts
Visual Arts CASC
WA G8
WA GR8
WA Grade 7
Washington
Washington Middle School
Wiki Etiquette
Wiki Help
Willard
Willard Alternative High School Program
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use (e.g., note places at home that are cozy).
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, explore word relationships and nuances in word meanings: demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
With guidance and support from adults, explore word relationships and nuances in word meanings: distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
With guidance and support from adults, explore word relationships and nuances in word meanings: identify real-life connections between words and their use (e.g., note places at school that are colorful).
With guidance and support from adults, explore word relationships and nuances in word meanings: sort common objects into categories (e.g., shapes, foods,) to gain a sense of the concepts the categories represent.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, ask and answer questions about key details in the text.
With prompting and support, ask and answer questions about unknown words in a text.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
With prompting and support, identify characters, settings, and major events in a story.
With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, identify the reasons an author gives to support points in a text.
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
With prompting and support, read informational texts appropriately complex for grade 1.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
With prompting and support, retell familiar stories, including key details.
With some guidance and support from adults, use technology to interact and collaborate with others and demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.
World Languages
World Languages CASC
Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence: Provide a concluding statement or section that follows from and supports the argument presented.
Write arguments to support claims with clear reasons and relevant evidence: Establish and maintain a formal style.
Write arguments to support claims with clear reasons and relevant evidence: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Write arguments to support claims with clear reasons and relevant evidence: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Write arguments to support claims with clear reasons and relevant evidence: Introduce claim(s) and organize the reasons and evidence clearly.
Write arguments to support claims with clear reasons and relevant evidence: Provide a concluding statement or section that follows from and supports the argument presented.
Write arguments to support claims with clear reasons and relevant evidence: Provide a concluding statement or section that follows from the argument presented.
Write arguments to support claims with clear reasons and relevant evidence: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Write arguments to support claims with clear reasons and relevant evidence: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Write arguments to support claims with clear reasons and relevant evidence: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Write arguments to support claims with clear reasons and relevant evidence: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Write arguments to support claims with clear reasons and relevant evidence: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: Establish and maintain a formal style.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: Use appropriate transitions to clarify the relationships among ideas and concepts.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly:Introduce a topic clearly and group related information in paragraphs and sections.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly:Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Write informative/explanatory texts to examine a topic and convey ideas and information clearly:Provide a concluding statement or section related to the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Develop the topic with facts, definitions, and details.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Provide a concluding statement or section related to the information or explanation presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Write narratives to develop real or imagined experiences or events:Orient the reader by establishing a situation and introducing a narrator and/or characters and organize an event sequence that unfolds naturally.
Write narratives to develop real or imagined experiences or events and establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:Provide a conclusion that follows from the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:Use a variety of transitional words and phrases to manage the sequence of events.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:Use concrete words and phrases and sensory details to convey experiences and events precisely.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Provide a conclusion that follows from the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Provide a sense of closure.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use temporal words and phrases to signal event order.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: Provide a conclusion that follows from and reflects on the narrated experiences or events.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: Provide a conclusion that follows from the narrated experiences or events.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write opinion pieces on topics or texts, supporting a point of view with reasons: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Write opinion pieces on topics or texts, supporting a point of view with reasons: Provide a concluding statement or section.
Write opinion pieces on topics or texts, supporting a point of view with reasons: Provide reasons that support the opinion.
Write opinion pieces on topics or texts, supporting a point of view with reasons: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information:Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Write opinion pieces on topics or texts, supporting a point of view with reasons and information:Provide a concluding statement or section related to the opinion presented.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Provide a concluding statement or section related to the opinion presented.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Provide logically ordered reasons that are supported by facts and details.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Provide reasons that are supported by facts and details.
Write opinion pieces on topics or texts:Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.
Zangle
Talk:A student must identify the task and determine the resources needed: listen and retell the problem or task.
Talk:Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Talk:Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Talk:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Talk:Ask and answer questions about key details in a text.
Talk:CC Grade 2
Talk:CC Kindergarten
Talk:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Talk:Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Talk:Content Areas
Talk:Crista Anderson Sandbox
Talk:Describe characters, settings, and major events in a story, using key details.
Talk:Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Talk:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Talk:Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Talk:Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Talk:Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Talk:Heather Sandbox
Talk:Johnsonkbox
Talk:Main Page
Talk:Matts Box O Sand
Talk:Microsoft word
Talk:Robyn Nuttall Sandbox 1
Talk:Wiki Etiquette
User:Afessler
User:Amiller
User:Aschowengerdt
User:Bherron
User:Bkeilman
User:Ccook
User:Crussell
User:Dbingham
User:Gmurray
User:Jbrokeckdege
User:Jmoore
User:Johnsonkmcps
User:Jvanhyning
User:Mclausen
User:Msquires
User:Phart
User:Sfisher
User:Tshaw
User talk:Arzook
User talk:Aschowengerdt
User talk:Klower
User talk:Mnokleby
User talk:Sfisher
MCPSOnline:Copyrights
File:010713 ElemMathCASCAgenda.pdf
File:010813 MSMathCASCAgenda.pdf
File:011413 HSMathCASCAgenda.pdf
File:020613 HS Math CASC Agenda.pdf
File:04-S100i-Building based Secondary Systems Team agenda-ILPBIS-rev9.15.09kb-2-.doc
File:05-S100i-Building based TeamRoles SecTert-ILPBIS-rev.9.9.09mh-1-.doc
File:07-S100i-Request for Assistance-ILPBIS-rev.9.9.09mh-1-.doc
File:08-31-11.docx
File:08-S100i-Reverse Request for Assistance-ILPBIS-rev.10.27.09kb-1-.doc
File:09-02-14.docx
File:09-07-11.docx
File:09-21-11.docx
File:09-S100i-SecTert Interventions Descriptions-ILPBIS-rev.8.31.09mg-2-.doc
File:09-S100i-SecTert Interventions Descriptions-ILPBIS-rev.8.31.09mg.doc
File:1-18-12.docx
File:1-4-12.docx
File:1-4-2012 plus delta.docx
File:10-05-11.doc
File:10-19-11.doc
File:100282-000ParentGuide ELA 6.pdf
File:100282-000ParentGuide ELA HS v1r8.pdf
File:11-2-11.docx
File:11-S100i-ISSET Intervention Implementation Checklist-ILPBIS-rev9.18.09mg-1-.doc
File:11-S100i-ISSET Intervention Implementation Checklist-ILPBIS-rev9.18.09mg-2-.doc
File:11FebCCSS MTAnalysisReport.pdf
File:11 18 13 SS CASC Agenda Participant.docx
File:11 Title I Reimbursement Guidelines.docx
File:12-7-11.docx
File:12 04 12 Leadership Team Participant Agenda.pdf
File:12 11 13 SS CASC Agenda Participant.docx
File:12 6 Agenda.docx
File:12 8SpED Change Element Goal Forms.docx
File:13July-Myths-vs-Facts.pdf
File:13Parent Backback Guide 6-12.pdf
File:13Parent Backback Guide K-5.pdf
File:13 Title I Part A Allowable Expenditures.docx
File:14 Title I Gas Card Purchase Request.docx
File:158 M Detail 2015.2.23.pdf
File:158 M Detail 2015.4.21.pdf
File:158 M Summary 2015.2.23.pdf
File:158 M Summary 2015.4.21.pdf
File:15 Organizersfor writing v001 (Full).pdf
File:15 Parent Involvement Requirements.docx
File:1Big Team.docx
File:1Blowing Up Balloons Unit 6.pdf
File:1BuildashapeUnit1.docx
File:1ChaperonesUnit3.pdf
File:1CircusTripUnit1.docx
File:1MaxandRubyUnit4.pdf
File:1Nina's NumbersUnit5.pdf
File:1Partitioning ShapesUnit6.docx
File:1Performance Tasks for Geometery.pdf
File:1Performance Tasks for Measurement and Data.pdf
File:1Performance Tasks for NBT and MD.pdf
File:1 2013-2014 K-12 Leadership Focus on PLCs PLAN.docx
File:1 2013-2014 RegionalLeaders PLC Data Wise PLAN.docx
File:1 2014Nov30 K5toMSFeederAnalysis.pdf
File:1 2015Feb19 2015-16 HS 2% Decrease Budget.pdf
File:1 2015Feb19 2015-16 HS No Change Budget.pdf
File:1 2015Feb19 2015-16 K8 2% Decrease Budget.pdf
File:1 2015Feb19 2015-16 K8 2% decrease Budget.pdf
File:1 2015Feb19 2015-16 K8 No Change Budget.pdf
File:1 5SpED Change Element Goal Forms.docx
File:1 A Solid Foundation.docx
File:1 AlexLetter AdministrativeRetreat.doc
File:1 AlexLetter AdministrativeRetreat Dec2014.doc
File:1 AlexLetter AdministrativeRetreat Dec2014.pdf
File:1 Developing Meaning Using Story Problems Result Unknown Unit 5.docx
File:1 Flies and Frogs Unit 6.pdf
File:1 Hot Chocolate Unit 9.pdf
File:1 Making Sets of More Less Same Unit4.docx
File:1 Math Expression Performance Tasks.pdf
File:1 Performance Tasks for NOA.pdf
File:1 Playdough Unit 7.pdf
File:1 Shape Pounds Unit 4.docx
File:1 Shape Shower Unit 6 (needs revision).pdf
File:1 Wheels Unit 5.docx
File:1st gradeUnit 6Train Problem.docx
File:1st grade Change Element Goal Forms .docx
File:1st grade wiki 3 8 12.docx
File:2-1-12.docx
File:2-22-12.docx
File:2.NBT.3 Magic Digits.doc
File:2000 Senge The Ladder of Inference.docx
File:2005-2010 DIBELS 1 CC.png
File:2005-2010 DIBELS 1 CS.png
File:2005-2010 DIBELS 1 Dist.png
File:2005-2010 DIBELS 1 FR.png
File:2005-2010 DIBELS 1 HA.png
File:2005-2010 DIBELS 1 LC.png
File:2005-2010 DIBELS 1 LO.png
File:2005-2010 DIBELS 1 PA.png
File:2005-2010 DIBELS 1 RA.png
File:2005-2010 DIBELS 2 CC.png
File:2005-2010 DIBELS 2 CS.png
File:2005-2010 DIBELS 2 Dist.png
File:2005-2010 DIBELS 2 HA.png
File:2005-2010 DIBELS 2 LC.png
File:2005-2010 DIBELS 2 LO.png
File:2005-2010 DIBELS 2 PA.png
File:2005-2010 DIBELS 2 RA.png
File:2005-2010 DIBELS 2 RU.png
File:2005-2010 DIBELS K CC.png
File:2005-2010 DIBELS K CS.png
File:2005-2010 DIBELS K Dist.png
File:2005-2010 DIBELS K FR.png
File:2005-2010 DIBELS K HA.png
File:2005-2010 DIBELS K LC.png
File:2005-2010 DIBELS K LO.png
File:2005-2010 DIBELS K PA.png
File:2005-2010 DIBELS K RA.png
File:2005-2010 DIBELS K RU.png
File:2005 Gysbers A Comprehensive Program for Effective School Counseling.docx
File:2006March MissoulaCountyModelSchoolWellnessPolicy.pdf
File:2006 BoudettCityMurnane DataWiseImprovementProcess.pdf
File:2009 Logo.doc
File:2009 Volunteer & Resource Teacher Survey Results Community-2-.pdf
File:2009 Volunteer & Resource Teacher Survey Results Schools-3-.pdf
File:20101028 Agenda Gathering for All School Counselors.docx
File:2010Oct7 meeting ideas from principals-2-.docx
File:2010Oct7 writtenconversation principals-2-.doc
File:2010 Healthy Hunger Free Kids Act SUMMARY.pdf
File:2010 Nov What MCPS counselors DO 2-16-11 Sheet1.pdf
File:2010 Nov What MCPS counselors DO 4-13-11.pdf
File:2010 Parent Connection Activity by School.pdf
File:2010 Student Connect Hits by school.pdf
File:2011, 1208 meeting agenda.doc
File:2011, 1208 meeting notes.docx
File:2011-12 Listening Tours PLUS-DELTA-FUTURE.docx
File:2011-2012 CABINET MEETING FACILITORS.docx
File:2011-2012 ERD WEEKLY SCHEDULE.xlsx
File:2011-2012 Hellgate High School Building Goals - READY TO PRINT.xlsx
File:2011-2012 Lewis & Clark Elementary Goals - READY TO PRINT.xls
File:2011-2012 Paxson Elementary Goals - READY TO PRINT.xlsx
File:2011-2012 Rattlesnake Elementary Goals - READY TO PRINT.xlsx
File:2011-2012 Seeley-Swan High School Goals - READY TO PRINT.xlsx
File:2011-2012 Washington Middle School Goals - READY TO PRINT.xlsx
File:2011-Dec 6-Parent Mtg-Affinity Protocol.docx
File:2011-Dec 6 COMPASS Parent Mtg.docx
File:2011-Dec 6 Plus-Delta.docx
File:2011.November.2. Data Wise.agenda.docx
File:20110110 Jigsaw Groups - counselor steering committee.docx
File:2011Apr12 Couns Ldr Team AGENDA.docx
File:2011Apr12 Meeting Minutes.docx
File:2011Apr14 Comprehensive MCPS K12 Counseling Model presentation.pptx
File:2011Apr21 All Administrator Counseling Update AGENDA.docx
File:2011Apr21 Entrance Ticket Counselors.doc
File:2011Apr21 Exit Ticket Counselors.docx
File:2011Aug15 PlusDelta MSPrincipals.docx
File:2011Aug16 AMExitTicket HeadHeartHandProtocol.doc
File:2011Aug16 AllAdmin Fall Leadership Retreat PlusDelta AM.docx
File:2011Aug16 AllAdmin Fall Leadership Retreat PlusDelta PM.docx
File:2011Aug16 EXIT TICKET Results.docx
File:2011Aug16 GalleryWalk Results.docx
File:2011Aug16 K12Administrators AM LeadershipRetreat AGENDA.docx
File:2011Aug16 K12Administrators PM LeadershipRetreat AGENDA.docx
File:2011Aug16 LeadershipRetreat.png
File:2011Aug16 PMExitTicket Summary.docx
File:2011Aug19 BrainstormingIdeas.docx
File:2011Aug19 K-12PrincipalsLdrs Aug 25th planning.doc
File:2011Aug19 K-12PrincipalsLdrs Aug 25th planning.docx
File:2011Aug19 PlusDelta.docx
File:2011Aug23 Cabinet 21CInDepth PlusDelta.docx
File:2011Aug23 Dev In-DepthUnder 21C.doc cabinet AGENDA PLAN.docx
File:2011Aug23 InDepth 3-2-1.docx
File:2011Aug23 Protocols JigsawAssg GalleryWalkGroups.docx
File:2011Aug23 ResultsofJigsaw InDepth21C.docx
File:2011Aug23 Supt Cabinet Agenda August 23m.pdf
File:2011Aug9 Supt Cabinet Agenda August 9.pdf
File:2011Dec1 21C CoorTeam Agenda.docx
File:2011Dec21 MathematicsSL ShaneMcCorkle.docx
File:2011Dec4 SmartBriefReaderPoll PrimaryPurposeofGrading.JPG
File:2011Dec5 R2 AGENDA.docx
File:2011Dec6 Supt Cabinet Agenda.docx
File:2011Feb28 Couns Ldr Team AGENDA.docx
File:2011Feb28 Counselor BeliefsPhilMission.docx
File:2011Feb28 EXIT TICKET Counselors.docx
File:2011Feb28 K-12 Counseling Standards.docx
File:2011Feb9 Couns Ldr Team AGENDA.docx
File:2011Feb9 Meeting Minutes.docx
File:2011Feb9 Meeting Minutes CHANGES.docx
File:2011Jan10 Counselor Important Dates.docx
File:2011Jan10 Counselor Ldsp Team GROUP NORMS.docx
File:2011Jan10 Meeting Minutes.docx
File:2011Jan20 ALL Couns Activity Facilitators.docx
File:2011Jan20 ALL Counselor Gathering Meeting Minutes.docx
File:2011Jan20 Gathering of Counselors AGENDA.docx
File:2011Jan3 PaxsoniPad Mission Goals.docx
File:2011Jan Current HS Counselor Job Description MCPS.DOC
File:2011Jan Current K8 Counselor Job Description.DOC
File:2011June14-17 Agenda.docx
File:2011Mar17 ALL Counselor Gathering Meeting Minutes.docx
File:2011Mar17 Gathering of Counselors AGENDA.docx
File:2011Mar17 Group Activity Counselors.docx
File:2011Mar 17 EXIT TICKET.docx
File:2011Mar 17 EXIT TICKET Counselors.docx
File:2011May19 Gathering of Counselors AGENDA.doc
File:2011May23 ProfLearningContinuum.mov
File:2011May23 ProfLearningContinuum.pptx
File:2011May23 T1 Instr Coach Model.pptx
File:2011May4 Comprehensive MCPS K12 Counseling Model presentation.pptx
File:2011May4 Entrance Ticket Counselors.doc
File:2011May4 Exit Ticket Counselors.docx
File:2011May4 T&L Counseling Update AGENDA.docx
File:2011May5 CounsLdrTeam Debrief Minutes.docx
File:2011Nov15 Supt Cabinet Agenda.docx
File:2011Nov1 Supt Cabinet Agenda.pdf
File:2011Nov22 GMMExecComm agenda.rtf
File:2011Nov22 Supt Cabinet Agenda.doc
File:2011Nov29 Supt Cabinet Agenda.pdf
File:2011Nov2 PrincipalWishListAnalysis Strategic Grid of 10.07 ideas from principals .xls
File:2011Nov30 GMMSchools HCDS Emerging Evidence on Improving Student Achievement and Graduation Rates.docx
File:2011Nov30 GMM Schools Committee research What are other communities doing.docx
File:2011Nov30 GMM Schools List of links to documents on the web.docx
File:2011Nov3 Agenda 21st Century collaborating team.docx
File:2011Nov7 R2 AGENDA.docx
File:2011Nov8 CabinetRdg Lewis & ClarkStearns2002.pdf
File:2011Nov8 Supt Cabinet Agenda.docx
File:2011Nov9 Monthly District Coordinators meeting.docx
File:2011OCt5 DistrictDataWiseTeam Agenda.docx
File:2011Oc3 R2 AGENDA.docx
File:2011Oct.19. Data Wise.Agenda.docx
File:2011Oct11 Supt Cabinet Agenda.pdf
File:2011Oct126 Monthly HS Principals MtgNOTES.docx
File:2011Oct12 DistCoor Agenda.docx
File:2011Oct12 DistCoor PlusDelta.docx
File:2011Oct12 District RTI Team meeting.docx
File:2011Oct12 Monthly District Coordinators meeting.docx
File:2011Oct12 Monthly District Coordinators meeting minutes.docx
File:2011Oct13 Notes 21st century collaborating team.docx
File:2011Oct13 Notes 21st century collaborating team.pdf
File:2011Oct13 Region2 21stC Mtg.doc
File:2011Oct15 Supt Cabinet Agenda.pdf
File:2011Oct18 Cabinet 21stC MaintainMomentum PlusDelta.docx
File:2011Oct18 Supt Cabinet Agenda.pdf
File:2011Oct19 Monthly HS Principals meeting.docx
File:2011Oct25 GMMSchStffSubComm Meeting Notes.docx
File:2011Oct26 MSPrincipalsMtg Protocol- Chalk Talk.docx
File:2011Oct26 Middle School Principals Agenda.doc
File:2011Oct27 HSPrincipal Notes for November 16.docx
File:2011Oct5 DATA WISE MeetingNotes Questions.docx
File:2011Oct5 ElemPrincipals PlusDelta.docx
File:2011Oct purposes and tasks.doc
File:2011Sep13 Supt Cabinet Agenda September 13.doc
File:2011Sep14 DistSPEDT1Curr Coordinator Collaboration Meeting.docx
File:2011Sep15 Notes 21st century coordinating team.pdf
File:2011Sep20 21stC Workgroups Gathering.docx
File:2011Sep20 Cabinet Agenda.docx
File:2011Sep21 DataWise PlusDelta.docx
File:2011Sep21 DataWise StoplightProtocol Results.PNG
File:2011Sep21 HSSched TeaParty CriticalInquiry Protocol.docx
File:2011Sep21 HSSched TeaParty CriticalInquiry Protocol.xlsx
File:2011Sep21 Monthly HS Principals meeting.docx
File:2011Sep28 DistCoorDrApostle PlusDelta.docx
File:2011Sep28 DistCoorMtg PM NOTES.docx
File:2011Sep28 Middle School Administrative Team Agenda.doc
File:2011Sep28 MorningAgenda for CoordinatorsDiscussionDr Apostle.docx
File:2011Sep28 MorningAgenda for CoordinatorsDiscussionDr Apostle NOTES.docx
File:2011Sep6 21CInDepth GoalMap2 AGENDA.docx
File:2011Sep7 Plus Delta Results.docx
File:2011Sep7 Results of Fears and Hopes Discussion.docx
File:2011Sep8 R2Mtg Meeting Notes.docx
File:2011Sep8 R2 AGENDA.docx
File:2011Sep District Coordinators Middle School Asst Prin PLC Reflections.xlsx
File:2011Sept14 DistrictCoordinators AGENDA.docx
File:2011Sept14 District RTI Team meeting.docx
File:2011Sept21 DataWise StoplightProtocolResults.xlsx
File:2011Sept21 Data Wise TakingStock AGENDA.docx
File:2011Sept28 DistrictCoordinators AGENDA.doc
File:2011Sept28 DistrictCoordinators PlusDelta.docx
File:2011Sept7 What is Data Wise AGENDA.docx
File:2011 August Staff Meeting.doc
File:2011 CRT Math Gr10.png
File:2011 CRT Math Gr4.png
File:2011 CRT Math Gr5.png
File:2011 CRT Math Gr6.png
File:2011 CRT Math Gr7.png
File:2011 CRT Math Gr8.png
File:2011 CRT ReadingGr5.png
File:2011 CRT Reading Gr10.png
File:2011 CRT Reading Gr3.png
File:2011 CRT Reading Gr4.png
File:2011 CRT Reading Gr6.png
File:2011 CRT Reading Gr8.png
File:2011 CRT Science Gr10.png
File:2011 CRT Science Gr4.png
File:2011 CRT Science Gr8.png
File:2011 District Coordinators Meetings FacilitationNotesSnacks Schedule.docx
File:2011 GMM SchoolSubComm SMARTGoals.xlsx
File:2011 Gr3 Math CRT.png
File:2011 Parent Connection Access Report.pdf
File:2011 Parent Connection Activity by School.pdf
File:2011 Rdg CRT Gr7.png
File:2011 Student Connect Activity by School.pdf
File:2012, 0223 meeting notes.doc
File:2012-2013 District Title I Dept Goals.xlsx
File:2012-Feb 7 COMPASS Parent Mtg.docx
File:2012.Jan.11 Monthly District Coordinators meeting-1.docx
File:2012Apr12 R2 AGENDA.docx
File:2012Apr18 Monthly HS Principals meeting-1.docx
File:2012Apr18 Monthly HS Principals meeting.docx
File:2012Dec4 Graduation Ceremony discussion notes.docx
File:2012Dec5 CounsLdrspTeamMeetingNOTES.docx
File:2012Dec6 StudRecogAdvCommPresentation.pptx
File:2012Dec BSHS Common Core Action Plan.docx
File:2012Dec CC Common Core Action Plan.docx
File:2012Dec FRA Common Core Action Plan.docx
File:2012Dec HAW Common Core Action Plan.docx
File:2012Dec HHS Common Core Action Plan.docx
File:2012Dec MH Common Core Action Plan.docx
File:2012Dec MH Common Core Action Plan 1213StaffMtg.docx
File:2012Dec RAT Common Core Action Plan.doc
File:2012Dec RUS Common Core Action Plan.docx
File:2012Dec WIL Common Core Action Plan.docx
File:2012Dec WMS Common Core Action Plan.docx
File:2012DriveByManagement.png
File:2012Feb15 2011-2012 HS D F Data Semester 1.ppt
File:2012Feb15 Monthly HS Principals meeting-1.docx
File:2012Feb15 Monthly HS Principals meeting.docx
File:2012Jan18 Monthly HS Principals meeting.docx
File:2012Jan24 GMMStaffSub MtgNotes.docx
File:2012Jan7 HistoryoftheAmericas JenniferCopley.docx
File:2012Jan7 MathematicalStudies LeeBrown.docx
File:2012Jan PLC Principal Evaluation DRAFT.xlsx
File:2012Jan iPodAppsListforLowellProject.pdf
File:2012June4 R2 Agenda.docx
File:2012Nov12 GradingPracticesCommAGENDA.docx
File:2012Nov13 Graduation Ceremony discussion notes.docx
File:2012Nov14 K5PrinMSLdrs AGENDA.docx
File:2012Nov15 Graduation Program Template DRAFT.pdf
File:2012Nov20 GradingPracticesPPTPresentationDRAFT.pptx
File:2012Nov27 Graduation Ceremony discussion notes.docx
File:2012Nov28 HSPrin AGENDA.docx
File:2012Nov5 GradingPracticesCommAGENDA-1.docx
File:2012Nov5 GradingPracticesCommAGENDA.docx
File:2012Nov5 GradingPracticesCommExitTicket.docx
File:2012Nov5 GradingPracticesCommExitTicketRESPONSES.docx
File:2012Nov5 GradingPracticesComm KeepDropCreateDRAFT.docx
File:2012Nov6 Agenda K-12 Leadership Team 11-6-12 (2)-1-.docx
File:2012Nov6 PLCs AGENDA Think Pair Quad Share-1-.docx
File:2012Oct10 K5PrinMSLders AGENDA.docx
File:2012Oct15 GradingPracticesBeliefStatementsDRAFT.docx
File:2012Oct15 GradingPracticesBeliefStatementsDRAFT 2.docx
File:2012Oct15 GradingPracticesCommAGENDA.docx
File:2012Oct15 GradingPracticesCommExitTicket.docx
File:2012Oct15 GradingPracticesHopesAndFears.docx
File:2012Oct1 GradingPracCommitteeProtocols.docx
File:2012Oct1 GradingPrac Exit Ticket.docx
File:2012Oct1 GradingPracticesCommAGENDA.docx
File:2012Oct1 GradingPracticesComm Notes ExitTicketResponses.docx
File:2012Oct23 Graduation Ceremony discussion notes.docx
File:2012Oct23 K12 Leadership Assignment.docx
File:2012Oct23 StudentRecogCommAGENDA.docx
File:2012Oct23 StudentRecognitionBELIEFStatements-1.docx
File:2012Oct24 HSPrin AGENDA.docx
File:2012Oct29 CurrentPracticesDRAFT GradingPracticesCommittee.docx
File:2012Oct29 GradingPracticesCommAGENDA-2.docx
File:2012Oct29 GradingPracticesCommAGENDA.docx
File:2012Oct29 GradingPracticesCommExitTicket.docx
File:2012Oct29 GradingPracticesCommExitTicketRESPONSES.docx
File:2012Oct2 StudentRecogCommAGENDA.docx
File:2012Oct30 Graduation Ceremony discussion notes.docx
File:2012Oct8 StudentRecogCommAGENDA.docx
File:2012Oct8 StudentRecognitionBELIEFStatements.docx
File:2012Oct MCPS Student Recognition Advisory Group ParentCommSurvey.docx
File:2012Oct MCPS Student Recognition Advisory Group StaffSurvey.docx
File:2012Oct MCPS Student Recognition Advisory Group StudentSurvey.docx
File:2012Sep12 K5BegEndofSchoolChecklist.xlsx
File:2012Sep12 K5PrinFirstTwoWeeksPLUSDELTA.docx
File:2012Sep12 K5Prin AGENDA.docx
File:2012Sep12 K5plusHS BegEndofSchoolChecklist.xlsx
File:2012Sep13 Student Recognition Advisory Committee Plan.xlsx
File:2012Sep19 MSPrin AGENDA.docx
File:2012Sep25 K12 Principal PLC Leadership Meeting.docx
File:2012Sep25 StudRecAdvComm BeliefStmtsBrainstorming.docx
File:2012Sep25 StudRecAdvComm CollectiveCommitmentsDRAFT.docx
File:2012Sep25 StudentRecogCommAGENDA.docx
File:2012Sep26 HSPrin AGENDA.docx
File:2012Sep26 HSPrin FirstWksofSchool PlusDelta.docx
File:2012Sep5 REGPrin AGENDA.docx
File:2012 Grading Practices Committee Plan.xlsx
File:2012 NPTA PG-1stGrade.pdf
File:2012 NPTA PG-2ndGrade.pdf
File:2012 NPTA PG-3rdGrade.pdf
File:2012 NPTA PG-4thGrade.pdf
File:2012 NPTA PG-5thGrade.pdf
File:2012 NPTA PG-6thGrade.pdf
File:2012 NPTA PG-7thGrade.pdf
File:2012 NPTA PG-8thGrade.pdf
File:2012 NPTA PG-HS-ELA.pdf
File:2012 NPTA PG-HS-MATH.pdf
File:2012 NPTA PG-Kindergarten.pdf
File:2012 Student Recognition Advisory Committee Plan.xlsx
File:2013-2014 BuildingGoals Hellgate.docx
File:2013-2014 BuildingGoals LewisClark.docx
File:2013-2014 BuildingGoals Paxson.docx
File:2013-2014 BuildingGoals Rattlesnake.docx
File:2013-2014 BuildingGoals Seeley-Swan.docx
File:2013-2014 BuildingGoals Washington.docx
File:2013-2014 Goals HealthServices.docx
File:2013-2014 Prelim BEST CASE HS FR Lunch Apps.pdf
File:2013-2014 Prelim BEST CASE HS Feeder School.pdf
File:2013-2014 Prelim BEST CASE K-8 with Paxson.pdf
File:2013-2014 Prelim BEST CASE K-8 without Paxson.pdf
File:2013-2014 Reg Prin PLC Data Wise PLAN.docx
File:2013-2014 RegionalLeaders PLC Data Wise PLAN.docx
File:2013-2014 SMARTGoal Template.docx
File:2013-2014 Title I Dept Goals.xlsx
File:2013Aug12 K-12LdspPLC MeetingNOTES.docx
File:2013Aug12 K-12 LdspPLC AGENDA FinalDraft.docx
File:2013Aug13 KA DRAFT PLCs What a Principal needs to know.docx
File:2013Aug14 DRAFT PLC Month by Month .docx
File:2013Aug14 DRAFT PLCs What a Principal needs to know and be able to do.docx
File:2013Aug14 DRAFT PLCs What a Principal needs to know and be able to do in support of his.docx
File:2013Aug14 DRAFT PrinPowerStnd2 KA.docx
File:2013Aug14 ERD MeetingAGENDA.docx
File:2013Aug14 ERD MeetingNOTES.docx
File:2013Aug14 ERD ParkingLot.docx
File:2013Aug14 SupERD ParkingLot.docx
File:2013Aug16 SuptERD MeetingAGENDA.docx
File:2013Aug16 SuptERD MeetingNOTES.docx
File:2013Aug21 Clear Focus on Learning MT.docx
File:2013Aug21 DRAFT 2 PLCs What a Principal needs to know and be able to do.docx
File:2013Aug21 ERD MeetingAGENDA.docx
File:2013Aug21 ERD MeetingNOTES.docx
File:2013Aug22 Ldsp Team BBQ Budget.xlsx
File:2013Aug22 Ldsp Team BBQ Participants.xlsx
File:2013Aug22 SuptERD MeetingAGENDA.docx
File:2013Aug22 SuptERD MeetingNOTES.docx
File:2013Aug25 DRAFT 3 PLCs What a Principal needs to know and be able to do.docx
File:2013Aug25 KA PLCs ERDs PLC Targets Collaborative Teams and Schoolwide, systematic support 8-25-13 docx.docx
File:2013Aug28 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Aug28 GMM Student Wellness SubcommitteeMEETINGNOTES.docx
File:2013Aug29 ERD MeetingAGENDA.docx
File:2013Aug29 ERD MeetingNOTES.docx
File:2013Aug29 SuptERD MeetingAGENDA.docx
File:2013Aug29 SuptERD MeetingNOTES.docx
File:2013Aug7 ERD MeetingAGENDA.docx
File:2013Aug8 ERD MeetingAGENDA.docx
File:2013Aug8 SuptERD MeetingAGENDA.docx
File:2013Dec10 Facilities NamingRights POLICY-KLO revisions-clean.docx
File:2013Dec11 ERD MeetingAGENDA.docx
File:2013Dec11 ERD MeetingNOTES.docx
File:2013Dec11 FacilitiesNamingCommitteeAGENDA.docx
File:2013Dec13 FacilitiesNamingCommitteeNOTES.docx
File:2013Dec13 SuptERD MeetingAGENDA.docx
File:2013Dec13 SuptERD MeetingNOTES.docx
File:2013Dec16HSPrinMSLdrsMeetingAGENDA.docx
File:2013Dec16HSPrinMSLdrsMeetingNOTES.docx
File:2013Dec17 K-12LdspPLC AGENDA.docx
File:2013Dec2 FacilitiesNamingCommitteeAGENDA.docx
File:2013Dec2 FacilitiesNamingCommitteeNOTES.docx
File:2013Dec2 Facilities Naming Rights POLICY.docx
File:2013Dec2 Memorials POLICY.docx
File:2013Dec4 ERD MeetingAGENDA.docx
File:2013Dec4 ERD MeetingNOTES.docx
File:2013Dec5 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Dec9ElemPrinMeetingAGENDA.docx
File:2013Dec9ElemPrinMeetingNOTES.docx
File:2013Dec9 KLO Feedback DRAFT FacilityNamingPolicies.docx
File:2013Dec DataWise OBSERVE DEBRIEF AGENDA.docx
File:2013Feb27 HSPrinMSLdrs AGENDA.docx
File:2013Jan7 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Jan8 PLCAgenda.docx
File:2013Jan8 PLCs MissionVision Goals.pptx
File:2013Jul17 2013-2014 ERD WEEKLY SCHEDULE.xlsx
File:2013Jul17 ERD 2013-2014 Planning Meeting NOTES.docx
File:2013Jul17 ERD Meeting AGENDA.docx
File:2013Jul17 PrincipalPLC Deliverables Timeline DueDates.xlsx
File:2013Jul30 31 SuptERDAgenda.docx
File:2013Jul30 ERDAgenda.docx
File:2013Jul30 ERDMeeting NORMS.docx
File:2013Jul30 ERD MeetingNOTES.docx
File:2013Jul30 PrincipalPLC Deliverables Timeline DueDates-2.xlsx
File:2013Jul30 Strategic Plan 2013 powerpoint - Cabinet 8-1-13.pptx
File:2013Jul30 SuptERDAgenda.docx
File:2013Jul30 SuptERDAgenda - DAY ONE.docx
File:2013Jul30 SuptERDAgenda - DAY ONE REVISED.docx
File:2013Jul30 SuptERDAgenda DAY ONE MeetingNotes.docx
File:2013Jul30 SuptERD NORMS.docx
File:2013Jul31 SuptERDAgenda - DAY TWO.docx
File:2013Jul31 SuptERDAgenda - DAY TWO REVISED.docx
File:2013Jul31 SuptERDAgenda DAY TWO MeetingNotes.docx
File:2013Jul31 SuptERD NORMS MutualCommitments.docx
File:2013Jun11 SHAPEP20 Vision2018 HDS.pptx
File:2013Jun3 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Jun3 MCPSCompetitiveFoodsProcedures DRAFT 3.docx
File:2013Mar1 StudentRecogAdvCommMtgNOTES.docx
File:2013Mar20 Title I Standing Committee AGENDA-1-.docx
File:2013Mar20 Title I Standing Committee AGENDA.pdf
File:2013Mar4 MCPSCompetitiveFoodsProcedures DRAFT 1.docx
File:2013Mar4 MCPSCompetitiveFoodsProcedures DRAFT 2.docx
File:2013Mar6 Updated504Forms.zip
File:2013Mar Title I Feeder School Pattern.pdf
File:2013Nov11ElemPrinMeetingAGENDA.docx
File:2013Nov11ElemPrinMeetingNOTES.docx
File:2013Nov13 ERD MeetingAGENDA.docx
File:2013Nov13 ERD MeetingNOTES.docx
File:2013Nov13 FacilitiesNamingCommitteeAGENDA.docx
File:2013Nov13 FacilitiesNamingCommitteeNOTES-1.docx
File:2013Nov13 FacilitiesNamingCommitteeNOTES.docx
File:2013Nov13 GuidingPrinciples NamingFacilitiesCommittee.docx
File:2013Nov14 SuptERD MeetingAGENDA.docx
File:2013Nov14 SuptERD MeetingNOTES.docx
File:2013Nov15 2013-2014 K-12 Leadership Focus on PLCs PLAN.docx
File:2013Nov18 MSLdrsMeetingAGENDA.docx
File:2013Nov18 MSLdrsMeetingNOTES.docx
File:2013Nov19 ERDResponsibilities.xlsx
File:2013Nov19 K12LdspPLC AGENDA.docx
File:2013Nov19 K12LdspPLC NOTES.docx
File:2013Nov1 SuptERD MeetingNOTES.docx
File:2013Nov20 ERDCoordinatorAGENDA.docx
File:2013Nov20 ERDCoordinatorNOTES.docx
File:2013Nov20 ERD MeetingAGENDA.docx
File:2013Nov20 ERD MeetingNOTES.docx
File:2013Nov25 HighSchPrinMeetingAGENDA.docx
File:2013Nov25 HighSchPrinMeetingNOTES.docx
File:2013Nov27 ERD MeetingAGENDA.docx
File:2013Nov4 FacilitiesNamingCommitteeAGENDA.docx
File:2013Nov4 FacilitiesNamingCommitteeNOTES.docx
File:2013Nov6 ERD MeetingAGENDA.docx
File:2013Nov6 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Nov6 GMMStudWellnessSubcommitteeNOTES.docx
File:2013Nov7 SummitforHealthyChildrenPartIACTIONPLAN draft.xlsx
File:2013Nov DataWise FOCUS OBSERVE AGENDA.docx
File:2013Oct14ElemPrinMeetingAGENDA.docx
File:2013Oct14ElemPrinMeetingNOTES.docx
File:2013Oct1 DataWiseNOTES.docx
File:2013Oct1 What is Data Wise AGENDA.docx
File:2013Oct21 MSLdrsMeetingAGENDA.docx
File:2013Oct21 MSLdrsMeetingNOTES.docx
File:2013Oct23 ERD MeetingAGENDA.docx
File:2013Oct23 ERD MeetingNOTES.docx
File:2013Oct23 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Oct24 GMMStudWellnessSubcommitteeNOTES.docx
File:2013Oct24 SuptERD MeetingAGENDA.docx
File:2013Oct28 HighSchPrinMeetingAGENDA.docx
File:2013Oct28 HighSchPrinMeetingNOTES.docx
File:2013Oct2 2013-2014 K-12 Leadership Focus on PLCs PLAN-3.docx
File:2013Oct4 Summit Schedule Details.docx
File:2013Oct4 SuptERD MeetingAGENDA.docx
File:2013Oct4 SuptERD MeetingNOTES.docx
File:2013Oct9 2013-2014 K-12 Leadership Focus on PLCs PLAN-4.docx
File:2013Oct9 ERD MeetingAGENDA.docx
File:2013Oct9 ERD MeetingNOTES.docx
File:2013Sep11 ERD MeetingAGENDA.docx
File:2013Sep12 SummitForHealthyKids FacilitatorNotes.docx
File:2013Sep12 SuptERD MeetingAGENDA.docx
File:2013Sep12 SuptERD MeetingNOTES.docx
File:2013Sep18 ERD MeetingAGENDA.docx
File:2013Sep18 ERD MeetingNOTES.docx
File:2013Sep19 DRAFTCabinetNorms.docx
File:2013Sep19 SuptCabinet StrategicPlanSessionAGENDA.docx
File:2013Sep19 SuptCabinet StrategicPlanSessionNOTES.docx
File:2013Sep20 SuptERD MeetingAGENDA.docx
File:2013Sep24 K12LdspPLC AGENDA.docx
File:2013Sep24 K12LdspPLC NOTES.docx
File:2013Sep25 ERD MeetingAGENDA.docx
File:2013Sep25 ERD MeetingNOTES.docx
File:2013Sep25 GMMStudWellnessSubcommitteeAGENDA.docx
File:2013Sep25 GMMStudWellnessSubcommitteeNOTES.docx
File:2013Sep25 Student Wellness SubcommitteeNOTES DT.docx
File:2013Sep26 SuptERD MeetingNOTES.docx
File:2013Sep27 2013-2014 K-12 Leadership Focus on PLCs PLAN-3.docx
File:2013Sep27 ERD WorkSessionAGENDA.docx
File:2013Sep4 ERD MeetingAGENDA.docx
File:2013Sep4 ERD MeetingNOTES.docx
File:2013Sep4 PrincipalPLC Deliverables Timeline DueDates.xlsx
File:2013Sep6 SuptERD MeetingAGENDA.docx
File:2013Sep6 SuptERD MeetingNOTES.docx
File:2013Sep9 DG SummitForHealthyKids FacilitatorNotes.docx
File:2013Sep9 SteveGaskill SummitUpdate.docx
File:2013Sept16 MSLdrsMeetingAGENDA.docx
File:2013Sept23 HighSchPrinMeetingAGENDA (2).docx
File:2013Sept9ElemPrinMeetingAGENDA.docx
File:2013Sept9ElemPrinMeetingNOTES.docx
File:2013 Summit for Healthy Children Part I breakout session NOTES.pdf
File:2014-2015 HS Final Budget as of 7-8-14.pdf
File:2014-2015 K8 Final budget as of 7-8-14.pdf
File:2014-2015 MCPSCalendarTemplate.xls
File:2014Apr15 GMMStudWellnessSubTeamLeadersAGENDA.docx
File:2014Apr15 GMM Wellness Presentations for MEA.docx
File:2014Apr21 MSLeaders AGENDA.docx
File:2014Apr21 MSLeaders MtgNOTES.docx
File:2014Apr23 Title I Community Advisory CommitteeMINUTES.docx
File:2014Apr29 FacilitiesNamingRightsCommitteeAGENDA.docx
File:2014Apr29 FacilitiesNamingRightsCommitteeNOTES.docx
File:2014Apr29 Facilities Naming Rights Procedures.docx
File:2014April29 Tributes and Memorials REVISED.docx
File:2014Aug11 2014-2015 ERD WEEKLY SCHEDULE.xlsx
File:2014Aug11 2014-2015 HEATHER WEEKLY SCHEDULE.xlsx
File:2014Aug14 2014-2015 ERD WEEKLY SCHEDULE.xlsx
File:2014Aug14 2014-2015 HEATHER WEEKLY SCHEDULE.xlsx
File:2014Aug19 Anaphylaxis Interview Responses CentralOfficeAdmin CEDAR FALLS wiki.docx
File:2014Aug22 Anaphylaxis Interview Responses CentralOfficeAdmin PORTLAND wiki.docx
File:2014Aug26 Healthy Celebrations PaxsonElementary TEMPLATE.docx
File:2014Aug26 Healthy Snacks PaxsonElementary TEMPLATE.docx
File:2014Aug27 GMMStudWellnessSubcommitteeQTLY AGENDA.docx
File:2014Aug27 GMMStudWellnessSubcommitteeTEAM MEETING NOTES.docx
File:2014Aug28 LCES healthy snack letter.docx
File:2014Aug7 2014-2015 ERD WEEKLY SCHEDULE.xlsx
File:2014Aug7 2014-2015 HEATHER WEEKLY SCHEDULE.xlsx
File:2014Dec3 NRIBS Constitution Bylaws DRAFT.docx
File:2014Dec8 NRIBS Agenda.docx
File:2014Dec8 NRIBS MeetingNOTES.docx
File:2014Dec9 NRIBS Constitution Bylaws DRAFT.docx
File:2014Feb26 Facilities Naming Rights POLICY.docx
File:2014Feb26 Facilities Naming Rights Procedures.docx
File:2014Feb26 GMM Wellnes Notes.xlsx
File:2014Feb26 Tributes and Memorials POLICY.docx
File:2014Feb DataWise FOLLOW UP MakeTheProcessOurOwn AGENDA.docx
File:2014Jan22 GMMStudWellnessSubcommitteeAGENDA.docx
File:2014Jan DataWise DEBRIEF ADJUST AGENDA.docx
File:2014June5 Anaphylaxis Interview Questions CentralOfficeAdmin.docx
File:2014June5 Anaphylaxis Interview Questions CentralOfficeAdmin .docx
File:2014June5 Anaphylaxis Interview Questions Schoool Nurse -1-.docx
File:2014Mar26 GMMStudentWellness NOTES.docx
File:2014Mar4 NRIBS Constitution Bylaws DRAFT.docx
File:2014May13 HDS 2014-2015 HS Preliminary Budgets-2% Decrease xlsx.pdf
File:2014May19 MSLeadersMtgAGENDA.docx
File:2014May28 GMMStudWellnessSubcommitteeQTLY AGENDA.docx
File:2014May28 GMMStudWellnessSubcommittee MEETINGNOTES.docx
File:2014May28 GMMStudWellness Exit Ticket Stars Stairs Share.doc
File:2014May28 GMM Student Wellness Subcommittee Exit Ticket Responses.docx
File:2014May2 HDS Feeder DataAnalysis K5 to MS Feeder Analysis.pdf
File:2014May2 HDS Feeder DataAnalysis K8 to HS Feeder Analysis.pdf
File:2014May2 HDS Feeder DataAnalysis MCPS K8 to HS Analysis 1.pdf
File:2014May DataWise LOOKING AHEAD AGENDA.docx
File:2014Nov24 K5toMSFeederAnalysis.pdf
File:2014Nov24 K8toHSFeederAnalysis.pdf
File:2014Nov24 MStoHSFeederAnalysis.pdf
File:2014Nov2 NRIBS Constitution Bylaws DRAFT.docx
File:2014Nov5 NRIBS Agenda.docx
File:2014Nov5 NRIBS MeetingNOTES.docx
File:2014Nov8 Memo to principals about reading the Dear Colleague letters etc-KalevaLaw.docx
File:2014Oct13 OSERS bullyingdcl-KalevaLaw.doc
File:2014Oct1 IBAssoc MissionVisionStatements SAMPLES.pdf
File:2014Oct1 NRIBS Agenda.docx
File:2014Oct1 NRIBS MeetingNOTES.docx
File:2014Oct1 NRIBS Vision DRAFT.docx
File:2014Oct1 UniversityLevel IBCertificates TeacherPrep.pdf
File:2014Oct29 DRAFT NRIBS Mission Statement.docx
File:2014Oct Dear colleague-bullying OCR-KalevaLaw.pdf
File:2014Oct Memo re OCR - KalevaLaw.doc
File:2014Sep11 SuptERD MeetingAGENDA.docx
File:2014Sep3 MIBS Agenda.docx
File:2014Sep3 NRIBS MeetingNotes.docx
File:2014Sep4 CoachingGraphic.pptx
File:2014Sep5 SuptERDMtgNOTES.docx
File:2014 Rattlesnake BMI data report.pdf
File:2014 Staff Advisory Notes 11-18-14.pdf
File:2014 TSSS 10-21-14.pdf
File:2014 TSSS 5-27-14.pdf
File:2014 TSSS Norms.jpg
File:2014 TSSS Norms.pdf
File:2014 TSSS Staff Advisory Notes 1-21-14.pdf
File:2014 TSSS Staff Advisory Notes 12-17-13.pdf
File:2014 TSSS Staff Advisory Notes 2-18-14.pdf
File:2014 TSSS Staff Advisory Notes 3-25-14.pdf
File:2014 TSSS Staff Advisory Notes 4-15-14.pdf
File:2015Apr8 NRAIBS Agenda.docx
File:2015Feb4 NRIBS Agenda.docx
File:2015Feb4 NRIBS MeetingNOTES.docx
File:2015February23 Exit Ticket-3-2-1 Results.pdf
File:2015Jan15 FINAL AnaphylaxisProcedurespages.pdf
File:2015Jan26 Title I PlusDelta.pdf
File:2015Jan7 NRIBS Agenda.docx
File:2015Jan7 NRIBS NOTES.docx
File:2015Mar12 NRAIBS Constitution Bylaws DRAFT.docx
File:2015Mar4 NRAIBS NOTES.docx
File:2015Mar4 NRIBS Agenda.docx
File:2015Mar4 NRIBS Constitution Bylaws DRAFT.docx
File:2015May6 NRAIBS Agenda.docx
File:2015May6 NRAIBS MeetingNOTES.docx
File:2015 02 04 Personal Health meeting notes.docx
File:2015 March GMM Student Wellness Meeting Minutes.docx
File:21CC2011 Childrens egagement with science.pdf
File:21CC2011 Distributed Leadership01.pdf
File:21CC2011 Fostering Shared.pdf
File:21CC2011 How Leadership Affects.pdf
File:21CC2011 Involvement or engagement.pdf
File:21CC2011 Leadership Behavior Employee Voice.pdf
File:21CC2011 Muddling Through.pdf
File:21CC2011 Principal Leadership School Community.pdf
File:21CC2011 Requiring Collaboration.pdf
File:21CC2011 School Perspectives Col Inquiry.pdf
File:21CC2011 Student Perceptions Classroom Learning.pdf
File:21CC2011 Teacher Empowerment Colloaboration.pdf
File:21CC2011 Teacher Leadership.pdf
File:21CC2011 What Leaders Need2know Followers.pdf
File:21CC2011 Work Together Want to.pdf
File:21st-Century.png
File:21st Century Coordinating Team 09 30 2011.pdf
File:21st Century Coordinating Team Meeting Nov 3.docx
File:21st Century Goals Library timeline 2011-2012.docx
File:21st Century Master plan brochure.pdf
File:21st century logo.jpg
File:2336 Nov 05 Health Enhancement.pdf
File:2510 Jul 06 Health and Wellness.pdf
File:2Big Team.docx
File:2 2011 2012 Title 1 District K8 Goal Synopsis.docx
File:2 2014May2 HDS Feeder DataAnalysis MCPS K8 to HS Analysis 1.pdf
File:2 2014Nov30 MStoHSFeederAnalysis.pdf
File:2 After School Activities Unit -6.MD.7.doc
File:2 Allowance Carnival Unit -9.MD.8.docx
File:2 Box Tops Unit -5.NBT.5.doc
File:2 Crocodiles Unit -11.NBT.4.doc
File:2 Delivering the Goods.docx
File:2 Dinosaur museum Unit -9.NBT.9.doc
File:2 F Sub Plans.doc
File:2 Farmer Brown's Orchard Unit -13.OA.4.doc
File:2 Five Year View F&R Percentages by School.pdf
File:2 Hungry Cows Unit -11.NBT.8.docx
File:2 Invitation Agenda.docx
File:2 Measuring Marigolds Unit 2.PDF
File:2 Odd & Even Class Members Unit -3.OA.3.doc
File:2 Pet Graph Unit 7.PDF
File:2 Pie Task Unit -13.G.3.doc
File:2 Pokemon Cards Unit -11.NBT.4.doc
File:2 Recycling Unit -5.NBT.6.doc
File:2 Train Cars Unit 1.NO..docx
File:2 Whales-Go Math Unit -3.NBT.3.doc
File:2 Yikes! The Teacher's in my desk Unit -2.MD.5.doc
File:2 birthday cookies Unit -13.G 3andOA 1.doc
File:2 field trip task Unit -3.NBT.1.doc
File:2 school supply shop Unit -5.MD.8.doc
File:2nd Grade Change Element Goal Forms (2).docx
File:2nd grade app list Lowell.pdf
File:3+-+Big6+By+the+Month.pdf
File:3-2-1 Individual Reflection Form for Seven Keys to Effective Feedback Grant Wigging K-12 Leadership 11-6-12.doc
File:3-21-12.docx
File:3-7-12.docx
File:3410 Nov 03 Student Health.pdf
File:3416-Administering Medicines to Students1MTSBA (2).doc
File:3416 Administration of Medication-April 2014.pdf
File:3Big Team.docxfor wiki.docx
File:3 2011 2012 Title 1 District High School Goal Synopsis.doc
File:3 2014May2 HDS Feeder DataAnalysis K8 to HS Feeder Analysis.pdf
File:3 2014Nov30 K8toHSFeederAnalysis.pdf
File:3 Broken Calculator Extension.PDF
File:3 Code the Alphabet Unit 3.PDF
File:3 Georgia Standards Unit 2.PDF
File:3 LeadershipRetreat Readings and Preparation Instructions.docx
File:3 Let's talk about time unit 10.PDF
File:3 Making a Doll House Unit 2.PDF
File:3 Measure Me Unit 13.PDF
File:3 Pizza Party Unit 11.pdf
File:3 Ready For Liftoff - management.docx
File:3 ShapeUp Unit 8.PDF
File:3 The Wheel Shop Unit 7.pdf
File:3 Trouble with Tables Unit 1.PDF
File:3 multiplication rings unit 9.PDF
File:3rd Grade Change Element Goal Forms.docx
File:3rdgradeipodtouchprogramflyer-v4.pdf
File:4-11-12.docx
File:4-2007 Picking Fractions.pdf
File:4-2009 Leapfrog Fractions.pdf
File:4-25-12.docx
File:4-5 Plan for grade level early outs.docx
File:4-5 grae change element goal form.docx
File:4-READ 180 Special Ed Foundation (incl S44).pdf
File:4-birthday-fractions-4nf2.pdf
File:4-models-for-fraction-multiplication-4nf4a.pdf
File:4-pom-partytime.pdf
File:4-snack-time.pdf
File:4-wholenumberxfractionwordproblems.pdf
File:4.G 1-3 House that You Built.doc
File:4.MD.1.Mighty,Measurment..doc
File:4.MD.2 Marathon.doc
File:4.MD.4 My Bugs Bigger Than Yours.docx
File:4.MD.4 Summer Swimming.docx
File:4.MD1.Swimming with Sharks.doc
File:4.MD3.You are the Architect.doc
File:4.NBT.2Whatsmynumber.doc
File:4.NBT.5--4.MD.2 Recess Refreshments.docx
File:4.NBT.5 Supply List.docx
File:4.NF.3a Pizza Party.docx
File:4.NF.4c Sheets of Paper.docx
File:4.OA.2-Quidditch Cup.docx
File:4.OA.2 Video Game Madness.docx
File:4.OA.3Icecreamparty.doc
File:4Big Team.docx
File:4MD3 Design your own bedroom.doc
File:4MD4Rain Maker.docx
File:4NBT5 - Storing Fossils.docx
File:4NBT5 Collection Conundrum.docx
File:4NF4 Cake Boss.docx
File:4OA3 Going to the Zoo.doc
File:4TH GRADE MATH PACING GUIDE REVISED 2011.doc
File:4 Taking Your Measure.docx
File:4 The Eight Characteristics Of Effective School Leaders Morrison 2013.pdf
File:4th grade app list Lowell.pdf
File:5--Line Graph--GranniesTrip.pdf
File:5--TimeforRecess--Unit5.pdf
File:5-2-12.docx
File:5-23-12.docx
File:504 AGENDA.doc
File:50 Best Jobs in America.doc
File:5AdjustingRecipepage101Unit9.pdf
File:5AreaPerimeter Worksheets Unit 2.pdf
File:5AutumnFunUnit5.pdf
File:5BetterBuypage 40Unit8.pdf
File:5Cindy'CatsUnit5.pdf
File:5FactFluencyUnit1.pdf
File:5FractionsUnit3.pdf
File:5Fruits & VegetablesUnit1.pdf
File:5HexagonsinaRowUnit8.pdf
File:5HowManyCubesUnit6.pdf
File:5NumEstMultDivisionUnit1.pdf
File:5SortingShapesUnit4.pdf
File:5 2015Feb19 2015-16 HS 0 Change BudgetScenario NoChange.pdf
File:5 Level5Leadership Collins 2001.pdf
File:6-12 Argumentative Rubric.pdf
File:6-12 Informational-Explanatory CCSS Rubric.pdf
File:6-6-12.docx
File:6-Traits--5 Point Rubric--Detailed.pdf
File:6-Traits--5 Point Rubric--OnePage.pdf
File:6-Traits--6 Point Rubric Chart.pdf
File:6.EE.1,2.PDF
File:6.EE.3.PDF
File:6.EE.4.Boxes.pdf
File:6.EE.5.PDF
File:6.G.2.PDF
File:6.G.fruitboxestask.pdf
File:6.G.securitycamerarubric.pdf
File:6.G.securitycameratask.pdf
File:6.G.smoothieboxtask.pdf
File:6.NS.1.Costumes.pdf
File:6.NS.3BaseballlPlayers.pdf
File:6.NS.6.PercentCards.pdf
File:6.RP.1.Candies.pdf
File:6.RP.1.Truffles.pdf
File:6.RP.3.Sewing.pdf
File:6.RP.3.snailsPace.pdf
File:6.RP.EE.NS.PDF
File:6.SP.4,5.PDF
File:6.SP.5.PDF
File:6.SP.Suziscompanytask.pdf
File:6.SP.candybartask.pdf
File:6 2013-2014 Prelim BEST CASE HS FR Lunch Apps.pdf
File:6 DiscoveringYourAuthenticLeadership George et al 2007.pdf
File:6th GRADE Aligned Units.docx
File:7-16-13 meeting notes.docx
File:7.G.2 Lesson.pptx
File:7.G.2 Task.PDF
File:7.G.3 Lesson.pptx
File:7.RP.2 Lesson.pptx
File:7.RP Task.PDF
File:7.SP.1 Lesson.pptx
File:7.SP.1 Task.pdf
File:7.SP.7b Lesson.pptx
File:7.SP Task.PDF
File:7600 Resolution Exhibit A Naming Parks-3-.pdf
File:7 2013-2014 Prelim BEST CASE HS Feeder School.pdf
File:7 WhatLeadersReallyDo Kotter 2001.pdf
File:7th GRADE Aligned Units.docx
File:8.14.14 GMM PA team meeting minutes.docx
File:8.F.1 Function Rules.pdf
File:8200 Aug 04 Food Services.pdf
File:8E033CC7.jpg
File:8 2013-2014 Prelim BEST CASE K-8 with Paxson.pdf
File:8 MCPS Leadership Profile Attributes DRAFT 072714.docx
File:8 Non.docx
File:8thLowerLearningTargetsUnit1.docx
File:8th GRADE Algined Units.docx
File:8th Grade Daily Schedule 2011-2012.doc
File:9 10 14TIPSMeetingMinuteForm.doc
File:9 2013-2014 Prelim BEST CASE K-8 without Paxson.pdf
File:AAAAI Allergy Stats.pdf
File:ACCELERRATED 7th GRADE Aligned Units.docx
File:ACCELERRATED 8th GRADE Aligned Units.docx
File:ACCELERRATED 8th GRADE Aligned Units.dox.docx
File:ADMINISTRATOR EVALUATION FORM.doc
File:AP Publish version 3 (3).pdf
File:ASCA Guidance Curriculum Recommendations Time Allocations.pdf
File:ASPIREPrincipalEvalutationRubric.doc
File:A Title I Spending Request Template.docx
File:A healthy menu.docx
File:A time to sleep.docx
File:Accelerated 8th Grade Template.docx
File:Accidental intakes of CAM in children - analysis of data from Swiss Toxicological Information Centre.pdf
File:Achievement for All Draft Agenda notes.docx
File:Achievement for All Infographic.png
File:Achievement for All Inforgraphic.pdf
File:Achievement for All May MS-HS Training.docx
File:Achievement for All data percent.xlsx
File:Action Plan 08202012.pdf
File:Action Plan 11-12.doc
File:Action Plan 11.12.12.docx
File:Adatapictureofourschool.pdf
File:Addressing psychological needs of families of Food Allergic Children (2008).pdf
File:Admin Building Brochure.pdf
File:Administrative procedures, allergy procedures, current April 2014.docx
File:Adobe.gif
File:Agenda10.10.11.6-12CASC.doc
File:Agenda10.10.11.K-5.CASC.doc
File:Agenda492014.docx
File:Agenda514.docx
File:Agenda - Mar 1.docx
File:Agenda 061311 am.doc
File:Agenda 061311 pm.doc
File:Agenda 061411-061711.doc
File:Agenda 11.10.11.docx
File:Agenda 11.3.11.doc
File:Agenda 21st Century collaborating team Agenda November 17.docx
File:Agenda April9 (1).doc
File:Agenda K-12 Leadership Team 10-2-12 -1-.docx
File:Agenda K-12 Leadership Team 10-23-12-1-.docx
File:Agenda K-12 Leadership Team 10-30-12-1-.docx
File:Agenda K-12 Leadership Team 10-9-12 -2 .docx
File:Agenda K-12 Leadership Team 9-18-12.docx
File:Agenda K-12 Leadership Team 9-25-12-1-.docx
File:Agenda PLC early out 9-6-12.docx
File:Agenda Principal Meeting February 2014.docx
File:Agenda Student Wellness Sept 24.docx
File:Agenda for Data Wise 10-19-11.docx
File:Agenda for Data Wise 11-16-11.pdf
File:Agenda for Data Wise 12-7-11.docx
File:Algebra 2 Sequenced Units.docx
File:Algebra I Sequenced Units.docx
File:All Counselor Meeting 10 19 20111.docx
File:Allergic reactions to food by inhalation in children (2014).pdf
File:AmillerClassroom GUIDElines.DOC
File:Amy and Mike.JPG
File:Amysmug.jpg
File:Anaphylaxis Committee, Notes, April 22 2014 .docx
File:Anaphylaxis Committee, Notes, June 3 2014 .docx
File:Anaphylaxis Committee, Notes, March 2014.docx
File:Anaphylaxis Committee, Notes, March 2014 .docx
File:Anaphylaxis Committee, Notes, May 20 2014 .docx
File:Anaphylaxis Committee, Notes, November 20, 2014.docx
File:Anaphylaxis Committee, Notes, September 18th.docx
File:And then a miracle happens cartoon.jpg
File:Anna.doc
File:April 12th.docx
File:April 18-2012-Data Wise and CogAT.docx
File:April 26.docx
File:April 26th Change Element Notes.docx
File:April 30, 2012 Schedule.pdf
File:April 30, 2012 Schedule.xls
File:Argumentative Writing Rubric Seeley.docx
File:Asdfasdfasdfasdf.jpg
File:Ask the AAAAI expert, Guidelines for food allergy in a preschool setting.docx
File:Ask the AAAAI expert, Restriction of food products in the classroom.docx
File:Ask the AAAAI expert, almond milk.docx
File:Ask the AAAAI expert, banning of peanuts in schools.docx
File:Aspires Principal Development Support Evaluation.pdf
File:Assessment IQ.docx
File:AssociationsofIBSchools CriteriaforRecognition eng.docx
File:Attaboy cert.doc
File:Aug casc workshop.jpg
File:August 28 Agenda.docx
File:August 28 Notes.docx
File:BB PLCActionPlan.doc
File:BELGRADE SCHOOLS MEDICATION POLICY.doc
File:BIg Sky PLCActionPlan CC Oct 23.pdf
File:BSFORUMflyer3.pdf
File:BSFORUMposter2.pdf
File:BYB2012 BYB Medical Clearance Form.pdf
File:BYB2012 Be Your Best Brochure.pdf
File:BYB2012 Be Your Best FAQs.pdf
File:BYB2012 Consent Form.pdf
File:BYB2012 Physical activity pyramid.pdf
File:BYB2012 Tinybites.pdf
File:BYB Exercise Plans.pdf
File:BYB calories burned.pdf
File:Band Concert Flier.pdf
File:Barbecue.doc
File:Behavioral Health Team Goals.docx
File:Belgrade Non-prescription medication form.doc
File:Bf-TTA500ppt-11.30.11tw.pdf
File:Big-Sky.png
File:Big Rocks 12.11.13.docx
File:Big Sky Brochure.pdf
File:Big Sky Final.pdf
File:Big Sky PLC Action Plan 01.15.14.docx
File:Billings Nurse's comments.docx
File:Blair JF12.pdf
File:Blue hills.jpg
File:Boardstatusreport2012.pdf
File:Bob Andrews Goals Rubric 2011.docx
File:BookLove.jpg
File:Book 1 glossary.doc
File:Brochure.doc
File:Building Data Literacy.pdf
File:Buildingacollaborativeculture.pdf
File:CASC Meeting Schedule.docx
File:CCSS Wordle Framed.JPG
File:CC One Sentence Summaries.docx
File:CC plc action plan sept 2013.docx
File:CDC, 13 243135 A Food Allergy Web 508.pdf
File:CDC, Food Allergy Guidelines FAQs.pdf
File:CICO Self Assessment-1-.doc
File:CLTplusdelta.docx
File:COMPASS Parent Meeting Sept 27, 2011.docx
File:COMPASS Plus-Delta Feb 22-12-NEW Parents.docx
File:CONSTRUCTIVE CLASSROOM REWARDS.pdf
File:COUNSELING CURRICULUM DOCUMENT 2012.pdf
File:CPM Exit Ticket May 2, 2012 parent mtg-1-.docx
File:CS-Porter.png
File:CSPI healthy school celebrations.pdf
File:CSP CCSS Action Plan December2012.docx
File:CSPorter Brochure.pdf
File:CS Common Core.docx
File:CS Porter Final.pdf
File:Cabinet Agenda - Goal Action Map 1 090611A.docx
File:Caldecott.ppt
File:Cami 5a.docx
File:Can bullying be stopped among food allergic children AAAAI.docx
File:Candybarrubric.pdf
File:Caroline Chick Dad Scott amp Deanni 2.JPG
File:Casc workshop.jpg
File:CedarFalls Allergy Sensitive Environment Card.pdf
File:CedarFalls Allergy Sensitive Environment Letter 1 25 13.docx
File:CedarFalls Allergy Sensitive Guidelines 2013 FINAL 5-30-13.docx
File:CedarFalls Allergy sensitive email for families.docx
File:Celebrating Students Schools Recognize Achievement in Many Ways.docx
File:Celebrationideas.pdf
File:Center sheets.doc
File:Check-in, Check-out Forms-1-.doc
File:Chick Harely Small.jpg
File:Chick Monday Common Core 2.doc
File:Chick Morning EXIT TICKETS2.doc
File:Chick riding harley cropped.jpg
File:Chief-Charlo.png
File:ChiefCharlo1.png
File:ChiefCharlo2.png
File:ChiefCharlo3.png
File:ChiefCharlo4.png
File:ChiefCharlo5.png
File:ChiefCharloK.png
File:ChiefCharlo CCActionPlan 01.14.14.docx
File:Chief Charlo Aug 19 Common Core Action Plan.docx
File:Chief Charlo Brochure.pdf
File:Chief Charlo CC Action Plan Oct 22.docx
File:Chief Charlo Final.pdf
File:Chief Charlo Staff Agreements.docx
File:Chloe Blue Lower.docx
File:Christopher IB Art Jan2012.docx
File:Class list.doc
File:ClassroomRewards.pdf
File:Coaches.PLC.agenda.12.15.11.docx
File:Coaches.PLC.agenga.10.13.11.docx
File:CogAT Battery and Score Explanations.docx
File:CogAT Report to Parents.pdf
File:CogAT Teacher Short Form.pdf
File:Cold Spring CC plc action plan-01.14.14.docx
File:Cold Springs Brochure.pdf
File:Cold Springs CC plc action plan Oct 2013.docx
File:Cold Springs Final.pdf
File:Cole IB Film Jan2012.docx
File:Collaborativeculture.pdf
File:Collective Agreements for Collaborative Work.docx
File:Collective Agreements for Collaborative Work.pdf
File:College and Career Planning.ppt
File:Colorado-Medication-Allergy-Asthma Instructor Manual 2008.pdf
File:Colorado Nurse Comments.docx
File:Commencement Ceremony Information and Tools.docx
File:Committees.png
File:Common-Core.png
File:Common Core Action Plan December2012 WA.docx
File:Common core logo ps.jpg
File:Community Advisory Committee Meeting Notes 2-23-15.pdf
File:Community Organizations List.xlsx
File:CompetitiveFoodsImpact.pdf
File:CompetitiveFoodsPolicyImpactonObesity.pdf
File:CompetitiveFoodsToolkit.pdf
File:Compiled goals and applicable standards..doc
File:Comprehenisive Plan.doc
File:Confidentiality Agreement.doc
File:Congratulations.docx
File:Connect 5 training manual.pdf
File:Connor IB EnglishLiteratureGr11 Jan2012.docx
File:Contacts.png
File:Content-areas.png
File:Conventions--5 Point Rubric--Detailed.pdf
File:Conventions Two-Level Posters.pdf
File:Conventions poster.pdf
File:Coordinator ERD Leadership Team Agenda October 2 MSLdrsMeetingAGENDA (2).docx
File:Coordinator ERD meeting 11.11.13.docx
File:Copy of iPad Apps.xls
File:Cornell Notes Template.docx
File:Council Sign up.docx
File:Counseling Agenda 1-10-11.docx
File:Counseling Change Element Goal Form.docx
File:Counselor Agenda 032813.pdf
File:Counselor Leadership Team Meeting NOTES 12.6.11.doc
File:Counselor Leadership Team meeting agenda 12.19.11.doc
File:Counselor Leadership Team meeting agenda 12.6.11.doc
File:Counselor Team agenda 010412.doc
File:Counting Cubes.pdf
File:Creating Culture in Schools.pdf
File:Creating new page 1.jpg
File:Creating new page 2.jpg
File:Critical Literacy Inventory and Remediation.doc
File:Curric-Reviews.png
File:Curriculum-Reviews.png
File:Curriculum Review 061411-061711 agenda.docx
File:Curriculum review timeline11.11-05.12.xlsx
File:DIBELS quick reference tool.docx
File:DRAFT Beliefs 2011Feb9.docx
File:DRAFT K-12 Counseling Document 2011.doc
File:DRAFT Mission Statement 1.doc
File:DRAFT Mission Statement 2.doc.docx
File:DRAFT Mission Statement 3.docx
File:DRAFT Philosophy 1 2011Feb9.docx
File:DW2012 Agenda 3-7-12.pdf
File:DYF 2012.jpeg
File:Daily coping strategies for patients and their families (2003).pdf
File:Dart feature tour 0809.pdf
File:Data-Driven.png
File:Data Sheet Master Intermediate.xlsx
File:Data Sheet Master Primary.xlsx
File:Data Wise Arrow.doc
File:Data Wise Team Facilitation Schedule.docx
File:Dec8.docx
File:Dec 8 synopsis.docx
File:December12014CommunityAdvisoryCommittee Meeting.pdf
File:December 1, 2011.doc
File:December 10agenda.docx
File:December 2013 PAmeeting notes.docx
File:December 8th.docx
File:December 8th 2011.docx
File:December 8th grade level summary.docx
File:Definitions and examples ms.doc
File:Demonstration-Videos.png
File:Denali-Park-Map.jpg
File:Derryberry IB EnglishLiteratureGr12 Jan2012.docx
File:Desert.jpg
File:Dietary supplement-related adverse events reported to CA Poison Control System.pdf
File:Dietary supplement use by adolescents.pdf
File:Dietary supplement use in adolescents - Dorsch and Bell.pdf
File:Dirty harry.png
File:Discovery Showcase letter.doc
File:District Leadership PLC September 4.docx
File:District Letterhead.pdf
File:District ppt Template 7.ppt
File:District ppt template 1.ppt
File:District ppt template 3.pptx
File:District ppt template 4.pptx
File:District ppt template 5.ppt
File:District ppt template 6.pptx
File:District ppt template 8.pptx
File:District ppt template 9.pptx
File:Dolezal Graphing and Description task.docx
File:Dr seuss cat hat balloons.gif
File:Draft Donation Policy HDS.docx
File:Draft Msla Memorial PolicyHDS.doc
File:Duane's recomm.docx
File:EARLY OUT GRADE LEVEL SCHEDULE.docx
File:ELAAgenda 011812.docx
File:ELA Agenda 011812.doc
File:ELA CASC Agenda 10.04.11.docx
File:ELA CASC Agenda 11 29 11.docx
File:ELA Review Agenda 011112.pdf
File:ELA Review Agenda A.M. 111411.pdf
File:ELA Review Agenda P.M. 111411.pdf
File:ELA Review K 5 Agenda 01 15 13.pdf
File:ELA Review K 5 Agenda 120612.pdf
File:ELA Standards K-12 Language Articulation.xls
File:ELA Standards K-12 Reading Articulation.xls
File:ELA Standards K-12 Speaking Listening Articulation.xls
File:ELA Standards K-12 Writing Articulation.xls
File:ENGLISH LANGUAGE ARTS CURRICULUM.pdf
File:EPGY Math Overview1.doc
File:EXIT TICKET.docx
File:Early Out Agenda for 1-8-15.docx
File:Early Out Dates.docx
File:Early Out Schedule 2014-15 final.xlsx
File:Early Out Schedule 2014-15 final FA HS Addendum.xlsx
File:Early Out Schedule for 2011.docx
File:Early Out schedule.docx
File:Early Out schedule -- COUN.docx
File:Early out Dec. 8 Team K. 2011.docx
File:Ed Daily DC PTHVP (3).pdf
File:Edutopia-10tips-assessing-project-based-learning.pdf
File:Effective Evidence-based Practices bullyingdcl-enclosure-KalevaLaw.pdf
File:Elementary 10 percent decrease.pdf
File:Elementary 3 percent decrease.pdf
File:Elementary 5 percent decrease.pdf
File:Elementary Final Preliminary Budget.pdf
File:Elementary Principals' Agenda 10.5.11.doc
File:Elementary Principals 2011-2012 Team Norms.docx
File:Elise.docx
File:Email from Joe Potter to Heather Davis Schmidt.docx
File:Emergency Anaphylaxis at School.AJN, 2014.pdf
File:Emotional Dimensions of gifted children.pptx
File:Emotional intelligence for school administrators a priority for school.pdf
File:EnneagramMCPS.docx
File:Epinephrine bill 2013.docx
File:Ethics of CAM in children.pdf
File:Evaluation.PA Meeting notes.docx
File:Example of Rubric - Lisa.docx
File:Examples of Four Schools.docx
File:Exit Ticket-3-2-1 December 1 2014.pdf
File:Exit Ticket-3-2-1 December 1 2014 results.pdf
File:Exit Ticket-3-2-1 February 23 2015.pdf
File:Exit Ticket-3-2-1 Oct 1 2013.pdf
File:Exit Ticket.jpg
File:Exit Ticket Stars Stairs Share.doc
File:Exit Ticket Stars Stairs Share.pdf
File:Expectations Matrix.doc
File:External link 1.jpg
File:External link 2.jpg
File:F-if.b.4 Flying in Circles.docx
File:FARE School Leader Letter.pdf
File:FASTTMATH.png
File:FASTT Math pdf.pdf
File:FF-HerbalRemedies.pdf
File:FHS IB.jpg
File:FIT Presentation to T&L Committee 10-1-12.pptx
File:FRC Quarterly Meeting09.19.11.docx
File:Fall Good Standing Letter 2011.doc
File:Family Perceptions of Medication Administration at School Errors, Risk Factors, and Consequences.pdf
File:Fasttmath.png
File:Father De smet By Jesse.docx
File:Feb2.docx
File:Feb23.docx
File:Feb 2 Synopsis.docx
File:Feb 7-2012-COMPASS Parents-Plus-Delta.docx
File:February 2.docx
File:February 23rd Change Element Notes.docx
File:February 2nd Change Element Notes.docx
File:February 9.docx
File:Federal School Access to Emergency Epinephrine Act 2013.pdf
File:File-Anaphylaxis Committee, Notes, March 2014.docx
File:Final MPEC Issue Spotlight on Common Core.pdf
File:Final Word Protocol.docx 9-21-09.docx
File:Finding Common Ground.pdf
File:Finding Common Ground DuFourDuFourEaker 2008.pdf
File:First Grade Pacing Guide 6.9.10.doc
File:First Grade Plan with essential questions.doc
File:First grade Timeline.docx
File:Five Measurable School District Goals.docx
File:FloridaIBAssociation Final Constitution and By-laws June 2013.pdf
File:Florida IB Schools Mission Statement.docx
File:Folder.gif
File:FoodAllergyFactsandStatistics-FARE.pdf
File:Food Allergy Tips, AAAAI.docx
File:Food Allergy Update, more than a peanut of a problem(2013) .pdf
File:Food allergic reactions in schools and preschools(2001).pdf
File:For implementation and integration of digital tools and skills.docx
File:Formal Agenda.docx
File:Forms.png
File:Forms1.png
File:Forward and Advanced Funding.docx
File:Four As 2011Feb9.docx
File:Fourth Grade IPod Applications.docx
File:Fourth Grade Readers.docx
File:Franklin April 30th.pptx
File:Franklin Aug 19 CC Action Plan.docx
File:Franklin Brochure.pdf
File:Franklin CCMS Action Plan Oct 22.docx
File:Franklin CC Action Plan 01.14.14.docx
File:Franklin final.pdf
File:Frenchtown School District, Medication Policy.docx
File:Frizzel IB TheoryOfKnowledge Jan2012.docx
File:Fruitboxesrubric.pdf
File:Fulfill all of the teacher requests for materials for new units.docx
File:Funding Home Visits Nation.docx
File:GE Kids Conference.doc
File:GE Parent Fears.JPG
File:GE Parent Hopes.JPG
File:GMM.gif
File:GMMSurveyResults.pdf
File:GMM Nutrition Team Goals.docx
File:GMM Physical Activity Team Meeting Agenda 8.14.14.docx
File:GMM Student Wellness Personal Health Team, Goals May 2014.docx
File:GMMstrategicplan.pdf
File:GM Behavioral & Mental Wellness April 2014 minutes.docx
File:GRANT-BOE APPROVAL FORM.docx
File:GRILL N CHILL2 (3).png
File:Geometry Sequenced Units.docx
File:Gkcover.jpg
File:Good prognosis, clinical features, and circumstances of peanut and tree nut reactions in children treated by a specialist allergy center (2008).pdf
File:Google-Apps.png
File:Google.png
File:Grade1Unit 1 Patterns-A New Necklace.PDF
File:Grade1 Unit 6 Growing patterns Mary Quite Contrary.PDF
File:Grade3 bottom.jpg
File:Grade3 middle.jpg
File:Grade3 top.jpg
File:Grade 2 Math Example.docx
File:Grade 2 Units 1, 2, 3, 4 ,5 ,6, 7.ppt
File:Grade 2 Units 8, 9, 10, 11, 12, 13, 14.ppt
File:Grade 3-4 Workshop Choices.doc
File:Grade 3 Fluency - Units, 1, 2, 3 ,4 ,5 ,6,7.ppt
File:Grade 5-6 Workshop Choices.doc
File:Grade 7-8 Workshop.doc
File:Grade Level Meetings March 8th.docx
File:Grade level february 23rd.docx
File:Grade level february 2nd.docx
File:Grade level january 2012.docx
File:Grade level meeting Jan 26.docx
File:Gradebook setup2 Edited for Training.doc
File:Gradebook setup2 Edited for Training.pdf
File:Grades 6-8 Math.pdf
File:Graduation-Matters.png
File:Graduation Program Template.docx
File:GraphingwithClassmates.pdf
File:GreatFallsSampleStudentWellnessGuidelines.pdf
File:Great falls NutritionGuidelines.pdf
File:Greedy Triangle.G.8.docx
File:Guidelines to Support Student Wellness.pdf
File:GuidingQuestions-1-.doc
File:HHE Change Element Goal Forms.docx
File:HHSMBI Minutes 9-24 TIPSMeetingMinuteForm.doc
File:HHS 2014 November Dept Chairpersons Mtg Notes.docx
File:HHS 2014 October Department Chair Notes.docx
File:HHS 2015 January Department Chairs.docx
File:HHS Capstone Committee January 7 2015 Agenda and notes.docx
File:HHS Capstone December 10 Agenda meeting notes 2014.docx
File:HHS Capstone Notes 9-3-14.docx
File:HHS Capstone Notes March 4 2015.docx
File:HHS Capstone meeting notes January 20 2015.docx
File:HHS December 8 facilities meeting.pdf
File:HHS Dept Chair April 6 Meeting Notes.docx
File:HHS Dept Chair March 2 Meeting Notes.docx
File:HHS Dept Chair May 4 meeting notes.docx
File:HHS Facilities Notes 12.2.14.docx
File:HHS Facilities Notes Jan 2627.docx
File:HHS Feb 2 Dept Notes.docx
File:HHS Finance Academy Course Guidebook.pdf
File:HHS MBI 9 10 14TIPSMeetingMinuteForm2.doc
File:HHS MBI Tier 1 1 28 15.docx
File:HHS MBI Tier 1 2 25 15.docx
File:HHS MBI Tier 1 5 27 15.docx
File:HHS November Capstone meeting notes.docx
File:HHS October 1 2014 meeting notes.docx
File:HHS Pac Meeting agendaNov 2014 (2).docx
File:HHS Pac Meeting agenda Sept 8, 2014.docx
File:HHS Pac Meeting notes April 2015 (2).docx
File:HHS Pac Meeting notes February 2015.docx
File:HHS Pac Meeting notes March 2015 (2).docx
File:HHS Pac Meeting notes May 2015.docx
File:HHS Scheduling Committee - Meeting NOTES - 10-20-14 - condensed.pdf
File:HHS Scheduling Team - Responses from Departments.pdf
File:HHS Scheduling meeting notes 1 21 15.docx
File:HHS Scheduling notes 9 15.docx
File:HHS Title 1 Minutes 4-8-15.docx
File:HHS facilities notes Sept mtg.docx
File:HSPLC AGENDANOTES.docx
File:HSPLC AGENDANOTES 9-16.docx
File:HSPLC AGENDANOTES 9-30.docx
File:HS 10 percent decrease.pdf
File:HS 3 percent decrease.pdf
File:HS 5 percent decrease.pdf
File:HS ELA Agenda 020712.doc
File:HS ELA Agenda 021412.doc
File:HS ELA Agenda 030112.doc
File:HS ELA Agenda 030812.doc
File:HS ELA Agenda 032112.doc
File:HS Library Agenda 111611.pdf
File:HS Math CASC Agenda 022613.pdf
File:HS Math CASC Agenda 032013.pdf
File:HS PLC SMART Goal Worksheet.docx
File:HWLC go-slow-whoa.pdf
File:HWLC hundredcalories.pdf
File:HWLC urwhateat.pdf
File:Handout English Language Arts Curriculum 2011JR.doc
File:Handwriting.docx
File:Hanford IB EnglishLiteratureGr11 Jan2012.docx
File:Hawthorne Brochure.pdf
File:Hawthorne CC Action Plan Oct 22.docx
File:Hawthorne Final.pdf
File:Haystack Rock.JPG
File:Health Sciences Academy Presentation.pptx
File:Health sciences academy brochure (3).pdf
File:Hellgate.png
File:Hellgate 2014 December Dept Chairs Notes.docx
File:Hellgate Brochure.pdf
File:Hellgate ele Wellness Policy Implementation Guidelines - Dec 2011.pdf
File:Hellgate final.pdf
File:Hellgater PLC Action Plan Aug2013.docx
File:Henry-hudson-3.jpg
File:High School Final Preliminary Budget.pdf
File:High School Reform Its About Time.docx
File:Homeopathy for childhood and adolescent ailments - systematic review.pdf
File:Horizontall with dotted lines.doc
File:Hot or Not Protocol with Responses.pdf
File:Hot or Not Summaries.pdf
File:How Many Seeds.NBT.1 2 3 4.docx
File:How to Locate Gifted Ed Resources.docx
File:How to Post a Synopsis to Wiki.docx
File:How to Survive Lewis and Clark.docx
File:IB-Links-Button.png
File:IB.png
File:IBAgendaButton.png
File:IBGoogleButton.png
File:IB Logo.jpg
File:IB staff presentation.pptx
File:ICLE 2011Feb Special Ed & CCSS white paper.pdf
File:IDEO HCD ToolKit Complete for Download.pdf
File:IMAG0180.jpg
File:IMAG1339.jpg
File:IMG 5104.JPG
File:IPAD agenda.01.03.12.docx
File:IPAD agenda.12.13.11.docx
File:Ideas--5 Point Rubric--Detailed.pdf
File:Ideas Two-Level Posters.pdf
File:Ideas relating to goals.doc
File:Identification of peanuts and tree nuts; are allergists smarter than their patients (2013).pdf
File:Implementation Rubric A.P. 2docx.docx
File:Implementation Rubric AP 2.docx
File:Indiana 2011-01-28PrincipalEffectivenessRubricDRAFT.pdf
File:Inserting-a-Link-RE.gif
File:Inserting-a-Link-Rich-Edito.gif
File:Inserting a Link using Rich Editor.pdf
File:Instant oatmeal.docx
File:Instr. Strat. Rubric.doc
File:Instructional-Coaches.png
File:Instructional Coach PLC Agenda 11.29.11.docx
File:Instructional Coach PLC Agenda 12 8 11.docx
File:Instructional PLC?.docx
File:Internal link 1.jpg
File:Internal link 3.jpg
File:Ipads for learning 21Steps.pdf
File:IsThirstEnough.pdf
File:It Says I say and so doc 10-21-21 K-12 Principals PLC dev.How to create a culture of achievement....doc
File:JSe PLCActionPlan.doc
File:JSe PLCActionPlan.docx
File:JSt PLCActionPlan.docx
File:Jan26.docx
File:Jan5.docx
File:Jan 26 synopsis.docx
File:Jan 28 Exit Ticket.pdf
File:Jan 5 synopsis.docx
File:January 19 2012.pdf
File:January 20 2012.pdf
File:January 26, 2012.docx
File:January 26.docx
File:January 26th Change Element Notes.docx
File:January 5.docx
File:January 5th Change Element Notes.docx
File:January Early Out.doc
File:Jc osx.png
File:Jefferson Brochure.pdf
File:Jefferson Performing arts final.pdf
File:Jellyfish Matt.jpg
File:Junior parent night.ppt
File:K-12 Leadership PLC with link.pdf
File:K-12 Principals Assessing PLC Progress - Sheet1(1).pdf
File:K-12 School Couns Program.ppt
File:K-5.CASC.Agenda.11.03.11.docx
File:K-5 ELA Agenda 030712.doc
File:K-5 curriculum review notes 11 3 11.docx
File:K5 ELA Agenda 022212.doc
File:K5 ELA Agenda 031912.doc
File:K5 ELA Review Agenda 121311.doc
File:K5 Library Vocabulary.doc
File:K8 Counselors Agenda 021612.doc
File:K8 Counselors Agenda 032912.doc
File:K8 Math CASC Agenda 031113.pdf
File:KC PLCActionPlan.docx
File:KINDERGARTEN REGISTRATION.png
File:KN PLCActionPlan.docx
File:KP PLCActionPlan.docx
File:K Team Change Element Goal Forms.docx
File:Kasey Dirnberger's Rubric.docx
File:Keira and Eli.jpg
File:Kim Butler Tech goals 3 year plan.docx
File:Kim Marshall Prin Eval Rubrics Jan 26, 10.pdf
File:Kindergarten Team Early Outs.docx
File:Kindergarten flyer 2015.png
File:Kindi dec1.docx
File:King School Weekly Reflection Sheet Intermediate-1-.doc
File:Kneib.rtf
File:Koala.jpg
File:Kody.docx
File:Kris Messing Tech Goals.docx
File:L&CAlternate Vocab Page.doc
File:L&C Crazy About Colors.doc
File:L&C Vocabulary Study 1.docx
File:L&C Vocabulary Study 2.docx
File:L&C Vocabulary Study 3.docx
File:L&C testing.docx
File:LBD to Common Core Correlation Guide Gr 1.pdf
File:LBD to Common Core Correlation Guide Gr 2.pdf
File:LBD to Common Core Correlation Guide Gr 3.pdf
File:LBD to Common Core Correlation Guide Gr 4.pdf
File:LBD to Common Core Correlation Guide Gr 5.pdf
File:LBD to Common Core Correlation Guide Kindergarten.pdf
File:LBM Takeagiantstep execsummary.pdf
File:LCES Action plan CCSS docx.docx
File:LCSPECIAL SCHEDULE SHARED DRIVE Dec 12,2011.xlsx
File:LC welcome back 8-12.doc
File:LDP.docx
File:LH PLCActionPlan.docx
File:LIBM-Reading strategy to introduce book (BER Seminar).pdf
File:LIBM2011 J Ebooks2Survey.pdf
File:LIBM AASL Linking Up L4L Websites.pdf
File:LIBM AASL Top 25 Websites.pdf
File:LIBM Current ILS vs.docx
File:LIBM Current ILS vs Options.pdf
File:LIBM Reading strategy to introduce book2 (BER Seminar).pdf
File:LIBM Reading strategy to introduce book (BER Seminar).docx
File:LIBM SLMPE rubric.pdf
File:LIBM takeagiantstep study.pdf
File:LIBRARY DOCUMENT 2011-12.pdf
File:LIBRARY MEETING 12 15 11.docx
File:LM!M Physical activity inventory worksheet.pdf
File:LOW CC Action Plan December2012.docx
File:LanceWINDMILLS.doc
File:Leadership.png
File:Leadership Chart.pdf
File:Leadership Livebinder.JPG
File:Leadership Retreat 12-3Agenda Attendee Copy.pdf
File:Leadership Retreat 12-6Agenda Attendee Copy.pdf
File:Leadership Retreat 12 6 Agenda Attendee Copy.docx
File:Leadership Team Agenda 081612.pdf
File:Leadership Team Agenda 081712.pdf
File:Learning Environments.docx
File:Let's Move! Missoula Active Schools Framework.pdf
File:Letter from a slave.docx
File:Lewis&Clark Aug 19 CC and PLC Action Plan.docx
File:Lewis & Clark Math PLC Action Plan-01.14.14.docx
File:Lewis & Clark Math PLC Action Plan Oct. 22.docx
File:Lewis and Clark Aug 19 PLC Action Plan.docx
File:Lewis and Clark Brochure.pdf
File:Lewis and clark final.pdf
File:Library 21st Century Change Element Goals.docx
File:Library Resource Review 12152011.pdf
File:Library Review 121511.doc
File:Link for video.docx
File:Listening Tours for Special Ed and Title 110.28.11.docx
File:Literach lunch 001.jpg
File:Literary Analysis.docx
File:Logo Style Guide.pdf
File:Long term goals and action steps.docx
File:Lowell Aug 19 Comm Core PLC Action Plan.docx
File:Lowell Brochure.pdf
File:Lowell Final.pdf
File:Lowell Kindergarten Curriculum Pacing Chart 2011-2012.doc
File:Lowell Kindergarten Team Agenda Thursdays.doc
File:Lowell Mission Statement.doc
File:Lowell PLC at Work Action Plan 01.14.14.docx
File:Lowell PLC at Work Action Plan Oct 2013.docx
File:Lowell Wiki Boot Camp.docx
File:Lutci guts.jpg
File:MAP-1-.doc
File:MCPS, Anaphylaxis Action Plan June 2013.pdf
File:MCPS, Anaphylaxis report, 0913.pdf
File:MCPS-1257-10 ES ChiefCharlo v2Final Web Version 1.pdf
File:MCPSReadingWritingMatrixELEM.doc
File:MCPSReading Writing Matrix HS 2011.DOC
File:MCPSReading Writing Matrix MS 2011.doc
File:MCPSTeacherStandards 2008.pdf
File:MCPS 21 C Model of Change BROCHURE.pdf
File:MCPS 21st C Model of Change.pdf
File:MCPS Administrator Growth Goal Form.docx
File:MCPS Annual Report 2011.pdf
File:MCPS CCSS Grades 9-12 Math.pdf
File:MCPS Diagrams 2015 0226.pdf
File:MCPS Diagrams 2015 0422ALL.pdf
File:MCPS District RTI Team December 14 .docx
File:MCPS District RTI Team March .docx
File:MCPS District RTI Team March 7AGENDA.docx
File:MCPS District RTI Team November 9th .docx
File:MCPS Final Recomendations 2015.2.23.doc
File:MCPS Final Recomendations 2015.4.21.pdf
File:MCPS IB.jpg
File:MCPS K-12 Mathematics Curriculum.pdf
File:MCPS LOGO FINAL copy2.jpg
File:MCPS Medication Policy.docx
File:MCPS Medication Procedures,May 2010.doc
File:MCPS Online-First Flight Exit Tickets.doc
File:MCPS School Counseling Standards and Indicators.docx
File:MCPS Travel Request Form.pdf
File:MCPS logo 2010 color.jpg
File:MEA.Meeting Notes.docx
File:ME Student glossary Gr 3.doc
File:MIS2012 Agenda March 5.docx
File:MIS2012 Agenda March 5.pdf
File:MIS IB.png
File:MS & HS Library Review Agenda 102411.pdf
File:MS ELA 030612 Agenda.doc
File:MS ELA Agenda 020612.doc
File:MS Library Agenda 111411.pdf
File:MS Math CASC 111512 Agenda.pdf
File:MS Math CASC Agenda 040913.pdf
File:MTG4 BACKGROUND INFO MurphySchool.pdf
File:MT Common Core Stds American Indian.xls
File:MT Nov18 2011 T100 200 L Eber.ppt
File:MT Tier2 3 Admin Overview L Eber Nov 17 2011.ppt
File:Magic school bus.png
File:Major in the universe.png
File:Making Schools Work Better.pdf
File:Malouf IB Spanish Jan2012.docx
File:Management of Food allergies in the schools setting (2010).pdf
File:Management of food allergies in schools, a perspective for allergists (2009).pdf
File:Managing food allergies in the schools (2014).pdf
File:Map TEST.jpg
File:March 07 2012.pdf
File:March 27 2012.pdf
File:March 8.docx
File:March 8th Change Element Notes.docx
File:Mark your calendar 2012 Conference.docx
File:Marks Hixson IB 20thCenturyTopics Jan2012.docx
File:Master plan brochure.pdf
File:Math.jpg
File:Math Expressions Learning Targets instructions.doc
File:Math Lesson Plan Template Gr 1 Chp 1.xlsx
File:Math Lesson Plan Template Gr 1 Chp 2.xlsx
File:Math Lesson Plan Template Gr 1 Unit 10.xlsx
File:Math Lesson Plan Template Gr 1 Unit 3.xlsx
File:Math Lesson Plan Template Gr 1 Unit 4.xlsx
File:Math Lesson Plan Template Gr 1 Unit 5.xlsx
File:Math Lesson Plan Template Gr 1 Unit 6.xlsx
File:Math Lesson Plan Template Gr 1 Unit 7.xlsx
File:Math Lesson Plan Template Gr 1 Unit 8.xlsx
File:Math Lesson Plan Template Gr 1 Unit 9.xlsx
File:Math Lesson Plan Template Gr 2 Unit 1.xlsx
File:Math Lesson Plan Template Gr 2 Unit 10.xlsx
File:Math Lesson Plan Template Gr 2 Unit 11.xlsx
File:Math Lesson Plan Template Gr 2 Unit 12.xlsx
File:Math Lesson Plan Template Gr 2 Unit 13.xlsx
File:Math Lesson Plan Template Gr 2 Unit 14.xlsx
File:Math Lesson Plan Template Gr 2 Unit 2.xlsx
File:Math Lesson Plan Template Gr 2 Unit 3.xlsx
File:Math Lesson Plan Template Gr 2 Unit 4.xlsx
File:Math Lesson Plan Template Gr 2 Unit 5.xlsx
File:Math Lesson Plan Template Gr 2 Unit 6.xlsx
File:Math Lesson Plan Template Gr 2 Unit 7.xlsx
File:Math Lesson Plan Template Gr 2 Unit 8.xlsx
File:Math Lesson Plan Template Gr 2 Unit 9.xlsx
File:Math Lesson Plan Template Gr 3 Unit 1.xlsx
File:Math Lesson Plan Template Gr 3 Unit 10.xlsx
File:Math Lesson Plan Template Gr 3 Unit 11.xlsx
File:Math Lesson Plan Template Gr 3 Unit 12.xlsx
File:Math Lesson Plan Template Gr 3 Unit 13.xlsx
File:Math Lesson Plan Template Gr 3 Unit 14.xlsx
File:Math Lesson Plan Template Gr 3 Unit 2.xlsx
File:Math Lesson Plan Template Gr 3 Unit 3.xlsx
File:Math Lesson Plan Template Gr 3 Unit 4.xlsx
File:Math Lesson Plan Template Gr 3 Unit 5.xlsx
File:Math Lesson Plan Template Gr 3 Unit 6.xlsx
File:Math Lesson Plan Template Gr 3 Unit 7.xlsx
File:Math Lesson Plan Template Gr 3 Unit 8.xlsx
File:Math Lesson Plan Template Gr 3 Unit 9.xlsx
File:Math Lesson Plan Template Gr 4 Unit 1.xlsx
File:Math Lesson Plan Template Gr 4 Unit 10.xlsx
File:Math Lesson Plan Template Gr 4 Unit 11.xlsx
File:Math Lesson Plan Template Gr 4 Unit 12.xlsx
File:Math Lesson Plan Template Gr 4 Unit 2.xlsx
File:Math Lesson Plan Template Gr 4 Unit 3.xlsx
File:Math Lesson Plan Template Gr 4 Unit 4.xlsx
File:Math Lesson Plan Template Gr 4 Unit 5.xlsx
File:Math Lesson Plan Template Gr 4 Unit 6.xlsx
File:Math Lesson Plan Template Gr 4 Unit 7.xlsx
File:Math Lesson Plan Template Gr 4 Unit 8.xlsx
File:Math Lesson Plan Template Gr 4 Unit 9.xlsx
File:Math Lesson Plan Template Gr 5 Unit 1.xlsx
File:Math Lesson Plan Template Gr 5 Unit 10.xlsx
File:Math Lesson Plan Template Gr 5 Unit 11.xlsx
File:Math Lesson Plan Template Gr 5 Unit 12.xlsx
File:Math Lesson Plan Template Gr 5 Unit 2.xlsx
File:Math Lesson Plan Template Gr 5 Unit 3.xlsx
File:Math Lesson Plan Template Gr 5 Unit 4.xlsx
File:Math Lesson Plan Template Gr 5 Unit 5.xlsx
File:Math Lesson Plan Template Gr 5 Unit 6.xlsx
File:Math Lesson Plan Template Gr 5 Unit 7.xlsx
File:Math Lesson Plan Template Gr 5 Unit 8.xlsx
File:Math Lesson Plan Template Gr 5 Unit 9.xlsx
File:Math Livebinder.jpg
File:Math Placement Pathway.doc
File:Math Review Agenda 081312.pdf
File:Math Review Agenda 081412.pdf
File:Math Review Agenda 081512.pdf
File:Math Review Agenda 100312.pdf
File:Math Review Agenda 101012.pdf
File:Math Review Kindergarten Agenda 111312.pdf
File:Math Review Participant AGenda 061112.pdf
File:Math Review Participant Agenda 061212.pdf
File:Math Review Participant Agenda 061312.pdf
File:Math Review Participant Agenda 061412.pdf
File:May 2014 PA meeting notes.docx
File:May 3-12 COMPASS Parent Meeting.docx
File:McCorkle IB MathematicsSL Jan2012.docx
File:Mcps library media 2008.pdf
File:Mcps wiki header.gif
File:Meadow-Hill.png
File:Meadow Hill Aug 19 PLC Action Plan Math CCSS 2013.docx
File:Meadow Hill Brochure.pdf
File:Meadow Hill CC Action Plan October 23.docx
File:Meadow Hill Common Core Agenda SBA January 23, 2014.docx
File:Meadow Hill Final.pdf
File:Meadow Hill orchestra wilderness composing experience 5 27 15.pdf
File:Medallions.docx
File:Media- Wiki report December 8, 2011.docx
File:Media Contact List.xlsx
File:Meeting Agenda 05.10.12.doc
File:Meeting Notes 492014.docx
File:Meeting Notes January 7 2014 Epi advisory.pdf
File:Meeting Template Sample-1.doc
File:Meeting Template Sample.docx
File:Meeting notes 514.docx
File:Meeting notes Dec 2011.DOC
File:Meeting notes May 14.docx
File:Meeting notes Nov 2011.DOC
File:Meeting notes Oct 2011.DOC
File:Meeting notes Sept 2011.DOC
File:Meetingnotes102114.docx
File:Message Pillars.pdf
File:Middle and High school teacher librarian jigsaw.10.10.11.docx
File:Migrationgame.pdf
File:Minneapolis, medication procedure.pdf
File:Minneapolis medication attachment a.pdf
File:Minneapolis medication policy.pdf
File:Minutes Student Wellness Dec 17th.docx
File:Mission-Vision.docx
File:Mission Statement Poster.pdf
File:Missoula P&R Memorial & Gift Catalog.pdf
File:Mix and Mingle Collaboration.docx
File:Mixed Alphabet.doc
File:Monday Common Core.doc
File:Monday Common Core2.docx
File:Monday Morning EXIT TICKETS.pdf
File:Monday Morning Exit2.docx
File:Montana, Epinephrine bill 2013.pdf
File:Montana, Self carry law.pdf
File:Mtg4PurposeandTasksChart.pdf
File:Music Change Element Goal Forms.docx
File:N-MCPS-007 Strat Plan Infographic V7edit.jpg
File:NAFSA Defining Globally Competent Pedagogy.pdf
File:NASN, Medication Position Statement, 2011.pdf
File:NASN Anaphylaxis Position Statement 2012.pdf
File:NCACself-assessment-2009.pdf
File:NRIB.png
File:NSPRA Quotes.docx
File:NY StateDeptOfEduc MultidimensionalPrincipalPerformanceRubric.pdf
File:National Career Academy Coalition Standards of Practice.docx
File:Nationally Known School Nurse Expert Comments.docx
File:Native American Games.doc
File:New-plc.png
File:NewSchoolsPrincipalEvalutationRubric.doc
File:NewSchoolsPrincipalProfGrowthPlan.doc
File:New GMM Logo MCPS.JPG
File:New Teacher Orientation Schedule for Presenters.docx
File:Night6.jpg
File:Nonfiction Report revised - Grade 2.xls
File:Norms.Middle and High School Teacher Librarian CASC10.10.11.docx
File:North Carolina Principal Evaluation Instrument.pdf
File:North Carolina School Couns Course of Study K-12.pdf
File:Northern lights.jpg
File:Nutrition Meeting Notes91614.docx
File:Nutrition Meeting Notes 492014.docx
File:Nutrition team goals.docx
File:Nutritionagenda1021.docx
File:Nutritionnotes1118.docx
File:Ogre mask-02.jpg
File:OpenEnrollment Breakdown Makeup of School Population.pdf
File:OpenEnrollment Breakdown Movement Out of Home Area.pdf
File:Opening Agenda 2011-2012.docx
File:Organization--5 Point Rubric--Detailed.pdf
File:Organization Two-Level Posters.pdf
File:Organization poster.pdf
File:Our place.png
File:Overview of Learning Targets.doc
File:Overview of Learning Targets 9 17 09 mj-1-.doc
File:PAX Action Plan for Common Core Training.docx
File:PBIS Bullying.pdf
File:PBIS Team TIC Checklist v3 (2).docx
File:PJ PLCActionPlan.docx
File:PLACE VALUE EXTRA PRACTICE NUMBER day 83-1-.doc
File:PLC.png
File:PLCActionPlanGuide.pdf
File:PLCContinuumlayingthefoundation.pdf
File:PLCGlossaryKeyTermsConcepts.pdf
File:PLCKeyTermsChartReview.docx
File:PLC AUGUST-SEPTEMBER.docx
File:PLC Glossary of Key Terms and Concepts.pdf
File:PLC Month by Month.docx
File:PLC Month by Month .docx
File:PLCs Agenda Dec 11-2012.pdf
File:PLCs Agenda K-12 Leadership Team PLC 1-15- 2013.pdf
File:PLCs Agenda K-12 Leadership Team PLC 8-12-13.docx
File:PLCs Checklist for Agendas 10-23 through 11-27 docx (3)-1-.docx
File:PLCs Collaborative Team Responsibilities and Development. 8-12-13 docx.docx
File:PLCs Critical Questions for Principal Consideration.pdf
File:PLCs DRAFT Agenda for September 24 Leadership PLC-Sep 18 2013.docx
File:PLCs DRAFT Agenda for September 24 Leadership PLC docx (2).docx
File:PLCs Establishing Team Norms.ppt
File:PLCs In Praise of Top Down Leadership Rick DuFour.docx
File:PLCs K-12 Leadership Agenda 11-13-12.docx
File:PLCs K-12 Leadership Agenda 11-27-12.pdf
File:PLCs Team Products -1 8-12-13.docx
File:PLCs Teamwork Monitoring form.docx
File:PLCs The 4 critical questions of a PLC docx.docx
File:PLCs The three big ideas of a professional learning community.docx
File:PLCs Timeline for Team Products 7-31-13.docx
File:PLCs Timeline for Team Products 7-31-13.pdf
File:PLCs table for glossary key terms Learning by Doing 9-25-12.docx
File:PP for CCSS-Mindset.pptx
File:PROTOCOLS Aug2011 LeadershipRetreat.doc
File:PTHVP Meeting Notes 8-12-12.docx
File:PTHVP Mtg Minutes 12-10-12.docx
File:Paradigm Shift.docx
File:Parent-and-Community-Button.png
File:Parent-and-Community.png
File:Parent-and-Community Button.png
File:ParentGuide ELA 1 v1r3 newfont.pdf
File:ParentGuide ELA 2 v1r3.pdf
File:ParentGuide ELA 3 v1r5 newfont.pdf
File:ParentGuide ELA 4 v1r5 newfont.pdf
File:ParentGuide ELA 5 v1r5 newfont.pdf
File:ParentGuide ELA 7 v1r10.pdf
File:ParentGuide ELA 8 v1r7.pdf
File:ParentGuide ELA K v2r3 newfont.pdf
File:ParentGuide Math 1.pdf
File:ParentGuide Math 2.pdf
File:ParentGuide Math 3.pdf
File:ParentGuide Math 4.pdf
File:ParentGuide Math 5.pdf
File:ParentGuide Math 6.pdf
File:ParentGuide Math 7.pdf
File:ParentGuide Math 8.pdf
File:ParentGuide Math HS Final.pdf
File:ParentGuide Math k v2r2.pdf
File:ParentToolkit.pdf
File:Parent Handbook Suggestions.docx
File:Parent Information Letter rti (2).doc
File:Parent Teacher Home Visits Project at MCPS.pptx
File:Parent research to other districts.docx
File:Parking Lot.docx
File:Particpant agenda 8 25 11.doc
File:Particpant agenda 8 25 11.docx
File:Past and Present Allergy Managment.pptx
File:Path to PRIDE.doc
File:Patterns and perceptions of CAM among pediatricians and mothers.pdf
File:Pax.ipad.agenda.3.20.12.docx
File:Pax September 26 Agenda.docx
File:Paxson Aug 19 Action Plan.pdf
File:Paxson Brochure.pdf
File:Paxson CC Action Plan Oct 22.pdf
File:Paxson Elementary School.Day Schedule (recess, lunch, etc)docx.docx
File:Paxson Final.pdf
File:Paxson PLC Action Plan 01.14.14.pdf
File:Paying Attention to Transitions in Public Schools.docx
File:Peanut-free guidelines reduce school lunch peanut contents (2007).pdf
File:Peanut allergy, An increasingly common life threatening disorder (2011).pdf
File:Peanut allergy prevalence among school-age children in a US cohort not selected for any disease.(2014) Letter.pdf
File:Peer to Peer Training.pdf
File:Pencil-Teaching.gif
File:Penguins.jpg
File:Persistance of peanut allergen on a table surface,2013.pdf
File:Personal Computing TIES.pdf
File:Personal Health intro Feb 2015.pptx
File:Philosophy Statement Groups.docx
File:Physical Activity Team Goals.docx
File:Physical Activity Team Meeting questions 7.2.14.docx
File:Pink Tech Group Implementation Rubric.doc
File:Pink Tech Group Implementation Rubric.docx
File:Plus-Delta-Sept 27.docx
File:Plus.Delta.10.19.11.JPG
File:Plus.delta.11.03.11.docx
File:Policy Statement AAP— Administration of Medications.pdf
File:Pom-movinngroovin.pdf
File:Pom-onceuponatime.pdf
File:Porter Aug 19 PLC Action Plan 2012.13.docx
File:Porter CC Action Plan Oct 23.docx
File:Porter MAPS Assessment Format.doc
File:Porter PLC Action Plan.1.15.14.docx
File:Porter Protocol-Maps Analysis.doc
File:Porter Protocol-Maps Analysis.docx
File:PortlandPublicSchools AdmDirective LifeThreateningAllergies.pdf
File:Position Statement, AAAI 2008.doc
File:Power Standards 6-8.docx
File:PreK-5 Math.pdf
File:Preschool Speech Language Pathologist PLC- File.jpg
File:Preschool Speech and Language PLC Proposal.doc
File:Presentation--5 Point Rubric--Detailed.pdf
File:Presentations for MEA.docx
File:Principal Resources.pdf
File:Principal oct25th agenda.doc
File:Principal oct25th agenda.notes.doc
File:Problematic use of energy drinks by adolescents.pdf
File:Professional-Learning.png
File:Professional-Learning1.png
File:Professional Learning Day.doc
File:Professional Learning Plan.doc
File:Professionallearningcommunitycapacityplanningchecklist-1-.pdf
File:Profile preferences page.jpg
File:Protocol Three As.docx
File:Protocols Updated Feb 2014.docx
File:Psychological impact of food allergy and food hypersensitivity (2010).pdf
File:Pthvp-infopacket.pdf
File:Questions, School Nurse, Billings.docx
File:Questions, School Nurse, Cedar falls.docx
File:Questions, School Nurse, Hellgate.docx
File:Questions, School Nurse, Nashiminy, PA.docx
File:Questions, School Nurse, Portland.docx
File:Questions and answers to other parents.docx
File:Questions to Whitefish School District October 2014.docx
File:RA Aug 19 CC and PLC Action Plan.docx
File:RA Library April 12.docx
File:RA Library February 2.docx
File:RA Library March 8.docx
File:REFOCUS Form.doc
File:RTI Presentation Feb. 16 2012.pptx
File:RTI and the 21st Century.docx
File:RTI goals fall2011.xlsx
File:Rattlesnake Brochure.pdf
File:Rattlesnake Final.pdf
File:Rattlesnake Library Feb. 23.docx
File:Rattlesnake Library February 2.docx
File:Rattlesnake Library March 8.docx
File:Rattlesnake PLC Action Plan 01.14.14.docx
File:Rattlesnake PLC Action Plan Oct 22.docx
File:Reading-Writing Poster Pack.pdf
File:Reading.10.10.11.libraryCASC.docx
File:Reading Placement Pathway.doc
File:Reading Placement Pathway.docx
File:Reading Street Pacing Guide.doc
File:Reading strategy to introduce book (BER Seminar).pdf
File:Recommendations for the managment of food allergies in the preschool child care and school setting (2014).pdf
File:Reducing risk of exposure to food allergies, cdc.pdf
File:Refocus StepsMH.doc
File:Region2PrincipalGradMattersGoal.docx
File:Region 1 Principal agenda 11.8.10 docx.docx
File:Region 1 Principals' Agenda 10.6.11.doc
File:Region 2 Elementary Principa synopsis 9-24-14l.docx
File:Region 2 Elementary Principal synopsis 1-14-15.docx
File:Region 2 Elementary Principal synopsis 10-8-14.docx
File:Region 2 Elementary Principal synopsis 11-12-14.docx
File:Region 2 Elementary Principal synopsis 12-10-14.docx
File:Region 2 PLC questions answered.docx
File:Reinventing Education, Revisited.docx
File:ResponsePlanToADeathWhichAffectsTheSchoolCommunity 2008 MCPS.pdf
File:ResponsePlanToADeathWhichEffectsTheSchoolCommunity 2008 MCPS.pdf
File:Root canal pictures.doc
File:Rube.jpg
File:Rubric for wendy gold IT.docx
File:Russell Aug 19 PLC and CC Action Plan.docx
File:Russell CC Action Plan Oct 22.docx
File:Russell Elementary.pdf
File:Russell PLC Action Plan 01.14.14.docx
File:Russell final.pdf
File:Ruth IB French Jan2012.docx
File:S100ppt ILPBIS-ver3 0-rev10 3 11.ppt
File:S200PPT-ILPBIS-rev11 2 2011.ppt
File:SAM Basic Guide (Lori Grant's conflicted copy 2011-11-17).docx
File:SAT Challenge 12-13.pdf
File:SEM-R Bookmarks.pdf
File:SHS Aug 19 MATH CCSS PLC Action Plan.docx
File:SHS CCS Action Plan.docx
File:SLE IB.png
File:SLPPLC Norms..doc.jpg
File:SMART Goal Template.docx
File:SMART Goal Template.pdf
File:SMART Goal Worksheet Template.docx
File:SMART Goal for SLPPLC.doc.jpg
File:SMART Goals.pdf
File:SMART Goals Developing Standards Based.doc
File:SMART HS PLC Goal Worksheet.docx
File:SOMT Celebration at BSHS 5 15 15.pdf
File:SSHS Action Plan December2012.docx
File:SSHS Aug 19 CC Action Plan.pdf
File:SSHS Early Out Calendar.docx
File:Safe-at-School-and-Ready-to-Learn.pdf
File:Salish Culture.doc
File:Salish and the Buffalo.doc
File:SamplePolicies Naming Facilities.pdf
File:Sample Belief Philosophy Mission.pdf
File:Sample Email Signatures.docx
File:Sample Email Signatures.pdf
File:Sample Norms.pdf
File:Scan.pdf
File:Scan 1.pdf
File:Scan 2.pdf
File:School-Based Physical Activity Promotion Research Article.pdf
File:School-policies-and-practices-to-improve-health-and-prevent-obes.pdf
File:SchoolGuidelines, Roles.pdf
File:School Librarians Forgotten Partners.pdf
File:School Physical activity inventory worksheet.docx
File:School nurses role in prevention of student use of performance-enhancing supplements.pdf
File:Schools.png
File:Searchasaurus scavengerhunt.doc
File:Second Gr. Plan with essent.questions.doc
File:Second Grade Training Example.docx
File:Section 204 Local Wellness Policy.docx
File:SeeleySwan.png
File:Seeley PLC Action Plan Oct 23.pdf
File:Seeley Swan Brochure.pdf
File:Seeley Swan Final.pdf
File:Selected CAM abstracts.docx
File:Self-Advocacy.pdf
File:Senior College and Scholarship Information.pptx
File:Sentence Fluency--5 Point Rubric.pdf
File:Sentence Two-Level Posters.pdf
File:Sentences poster.pdf
File:Sentinel.png
File:Sentinel Brochure.pdf
File:Sentinel MATH CCSS PLC Action Plan 01.15.14.docx
File:Sentinel MATH CCSS PLC Action Plan updated Oct 23.pdf
File:Sentinel final.pdf
File:Sept 24, 2012 Schedule.pdf
File:September 24 Meeting Minutes.docx
File:September 26.docx
File:Seven Keys to Effective Feedback.pdf
File:Shane McCorkle - Algebra 1 - Unit 1 Task - Painted Cubes.docx
File:Shannan's presentation for T&L.pptx
File:SmartSchools.png
File:Smart Goal Template.xlsx
File:Smart Schools 2020 Board Study Session 5 27 15.pdf
File:Smart Schools 2020 Brochure (3).pdf
File:Smart Schools 2020 Brochure 3.pdf
File:Smoothieboxrubric.pdf
File:SocialMediaEKit.pdf
File:SpED Change Element Goal Forms.docx
File:Spanish Targets.docx
File:Special-Education.png
File:SpedFebruary 23rd early out.docx
File:SpedMarch 8th Wiki.docx
File:Sped Early Out Schedule.docx
File:Sped February 2nd early out.docx
File:Sped wiki April 12.docx
File:StaffAdvisoryAgenda 1-18.docx
File:StaffAdvisoryAgenda 10-18-11.doc
File:StaffAdvisoryAgenda 11-15-11.doc
File:StaffAdvisoryAgenda 2-15.docx
File:StaffAdvisoryAgenda 4-19.doc
File:StaffAdvisory Minutes 10-18-11-1-.doc
File:Staff Advisory Bulletin Notes2-15-11.doc
File:Staff Advisory Bulletin Notes 1-18-11.doc
File:Staff Advisory Bulletin Notes 10-18-11.doc
File:Staff Advisory Bulletin Notes 12-21-10.doc
File:Staff Advisory Bulletin Notes 3-22-11.doc
File:Staff Advisory Bulletin Notes 5-17-11.doc
File:Staff Advisory Bulletin Notes 9-27-11.doc
File:Staff Advisory Committee Accomplishments 2010-2011.doc
File:Staff Advisory Minutes 11-16-10.doc
File:Staff Advisory Notes2-15-11.doc
File:Staff Advisory Notes 1-18-11.doc
File:Staff Advisory Notes 12-21-10.doc
File:Staff Advisory Notes 3-22-11.doc
File:Staff Advisory Notes 4-19-11.doc
File:Staff Advisory Notes 5-17-11.doc
File:Staff Advisory Notes 9-27-11.doc
File:Staff appreciation.docx
File:Standards-Unpacked.png
File:Story rubric 2nd grade.doc
File:Strategic Plan 2013Jun11 SHAPEP20 Vision2018 KA.pptx
File:Student Connect Hits by school.pdf
File:Student Recognition Advisory Group developed the following belief statements.docx
File:SuccessMaker.png
File:SuccessMaker Basic Guide.pdf
File:Sunset.jpg
File:Supt Cabinet Agenda 10-5m.pdf
File:Supt Cabinet Agenda August 30.pdf
File:Supt Cabinet Agenda September 6.pdf
File:Survey.docx
File:Survey results nutrition committee.doc
File:Suziscompanyrubric.pdf
File:Synopsis 12-8-11.doc
File:T&L AGENDA 090913.doc
File:T&L Board 10.03.11.Instructional Coaching update.pptx
File:T&L Dept Newsletter.pdf
File:TITLE I - ND Meeting 6-10-14.pdf
File:TITLE I - ND Meeting 6-24-14.pdf
File:TITLE I BUDGET SPREAD SHEET 2012.xls
File:TL.gif
File:TL1.png
File:TLWELL2007HWLC Subcommittee Standards.pdf
File:TLWELL2009HWLC Minutes 010709.pdf
File:TLWELLC I Minutes 031008.pdf
File:TRAVEL REQUEST FORM.pdf
File:TRAVEL REQUEST FORM V. 4 122211.pdf
File:TSSS Norms.jpg
File:TSSS Norms.pdf
File:TSSS Staff Advisory Notes 1-21-14.pdf
File:TSSS Staff Advisory Notes 12-17-13.pdf
File:TSSS Staff Advisory Notes 2-18-14.pdf
File:TSSS Staff Advisory Notes 3-25-14.pdf
File:TSSS Staff Advisory Notes 4-15-14.pdf
File:Table of Contents for Principal Resources.pdf
File:Talking Points for 21st Century.docx
File:Task 4.OA.3 Garden.doc
File:Teach 2.doc
File:Teacher Access Tutorial-MAP.pdf
File:Teacher Survey.docx
File:Teachers-Librarians Collaboration IB.pdf
File:Teaching-and-Learning-App.png
File:Teaching and Learning Agenda 11.7.11.doc
File:Team K Grade Level Meeting.docx
File:Teams and Committees2011-2012.docx
File:Tech-Support.png
File:TechTempEducation Plan.doc
File:Tech Team Golc SMART Goal Worksheet .docx
File:Tech Team Gold Andersen.docx
File:Technology Goals for Mary Pat Malerk.docx
File:Technology Standards Document 2010-11.pdf
File:Tentative Early Out Schedule for 2011.docx
File:TestAnxiety.doc
File:Test File.docx
File:Test of the emergency wiki system.docx
File:Test upload mime type.docx
File:Testing.docx
File:The Giver Student Packet.docx
File:The Himalaya Mountains.ppt
File:The Role of the Professional School Counselor.docx
File:The cloud.png
File:The management of peanut allergy (2014).pdf
File:The psychological burden of peanut allergy as perceived by adults with peanut allergy and the parents of peanut allergic children (1999).pdf
File:Theatre Arts Entire Doc 2012 .pdf
File:Theme6.docx
File:Theme 5.docx
File:ThinkCentral.png
File:Third Grade Timeline.doc
File:Thursdaywiki.sarah.docx
File:Tier 2 Tier 3 Tracking Tool-1-.doc
File:Tips and Tricks For 5th Grade Biography.docx
File:Tips and Tricks For 5th Grade Biography2.docx
File:Tips and Tricks For 5th Grade Biography2.pdf
File:Title-I.png
File:TitleICommunityAdvisoryCommitteeMtg10-21-14-Meeting Notes.docx
File:TitleICommunityAdvisoryCommitteeMtg10-21-14-Meeting Notes.pdf
File:Title 1 Elementary Goals June2010.11 Synopsis.doc
File:Title 1 High School Goals Mar2010.11 Synopsis.docx
File:Title IX Powerpoint.pptx
File:Title I Community Advisory Committee 1-28-14 AGENDA.docx
File:Title I Community Advisory Committee 1-28-14 AGENDA.pdf
File:Title I Community Advisory Committee 10-01-13 AGENDA.pdf
File:Title I Community Advisory Committee 10-01-13 MEETING MINUTES.pdf
File:Title I Community Advisory Committee 10-21-14 AGENDA.pdf
File:Title I Community Advisory Committee 12-01-14 AGENDA.pdf
File:Title I Community Advisory Committee 2-23-15 AGENDA.pdf
File:Title I Community Advisory Committee 3-04-14 AGENDA.pdf
File:Title I Community Advisory Committee 3-04-14 MINUTES.docx
File:Title I Community Advisory Committee 3-04-14 MINUTES.pdf
File:Title I Community Advisory Committee 4-23-14 AGENDA.pdf
File:Title I Community Advisory Committee 5-21-14 AGENDA.pdf
File:Title I Community Advisory Committee 5-21-14 MINUTES.pdf
File:Title I Community Advisory Committee 9-24-13 AGENDA.docx
File:Title I Community Advisory Committee 9-24-13 AGENDA.pdf
File:Title I Community Advisory Committee 9-24-13 MINUTES.pdf
File:Title I Elementary 10 percent decrease.pdf
File:Title I Elementary 3% decrease.pdf
File:Title I Elementary 5 percent decrease.pdf
File:Title I Forward and Advanced Funding.pdf
File:Title I Free and Reduced Comparison Jan 2009-2012.pdf
File:Title I GrantsManagementandTitleICorePrinciple.pdf
File:Title I MCPS TITLE I DISTRICT GOALS.pdf
File:Title I MovingBeyondParentInvolvementtoF-1-.pdf
File:Title I MtgofPractitionersAGENDA 01.31.12.pdf
File:Title I Parent Teacher Home Visits Project at MCPS.pptx
File:Title I Parent Teacher Home Visits Project at MCPS1.pptx
File:Title I School Parent Student Compact.pdf
File:Title I Standing Committee 1-14-13 AGENDA.docx
File:Title I Standing Committee 1-14-13 Mtg Notes.docx
File:Title I Standing Committee 11-5-12 Mtg Notes.docx
File:Title I Standing Committee 3-20-13 Mtg Notes.docx
File:Today we met with Sarah Sullivan.docx
File:Top Ten Takeaways Dufour PLC Trng Summer 2011.docx
File:Totals.xlsx
File:Tree.trunk.branchesprotocol1.JPG
File:Tree.trunk.branchesprotocol2.JPG
File:Tree.trunk.branchesprotocol3.JPG
File:Ttoller 8th Alg Unit 2 A Rectangle in the Coordinate Plane.docx
File:Tulips.jpg
File:Twitter tips.docx
File:UM IB.png
File:Understand by design grade 5.xlsx
File:Understanding IB Regional Organizations.docx
File:Unit 3 Learning Targets.docx
File:Unit 4 test writ resp 2nd grade.doc
File:UniversityRequirements IB Authorization.pdf
File:Uploading-a-File.jpg
File:Uploading a File.jpg
File:Uploading a File.pdf
File:Use of complementary and alternative therapies in children.pdf
File:VISION and MISSION.docx
File:Vending machines012.pdf
File:Venn Diagram Protocol 2011.pptx
File:Videos2.docx
File:Vocabulary Study 1.docx
File:Voice--5 Point Rubric.pdf
File:Voice Two-Level Posters.pdf
File:Voice poster.pdf
File:WELCOME BACK.8-12docx.docx
File:WILLARD-Aug 19 PLC Action Plan Mathematics 1314.docx
File:WILLARD PLC Action Plan Mathematics 01.15.14.docx
File:WMS Action Plan for Math CCSS.docx
File:WMS Action Plan for Math CCSS Oct 23.docx
File:WMS Aug 19 Action Plan for Math CCSS.docx
File:Washington.png
File:Washington Action Plan for Math CCSS 01.15.14.docx
File:Washington Brochure.pdf
File:Washington final.pdf
File:Weatherwax.doc
File:Website Directors List.xlsx
File:Website guidelines social media june 2013.pdf
File:Wedding reading.docx
File:What affects quality of life among caregivers of food allergic children (2014).pdf
File:What if peyton.docx
File:What is the Sequence of Goal Setting in a PLC DuFour 2009.docx
File:Wherefromhere layingthefoundation ofaplc.pdf
File:Whyshouldcelebrationbepartofculture.pdf
File:WhyshouldwearticulateCollectiveCommitments.pdf
File:Wiki-Button.png
File:Wiki-Help.png
File:Wiki.January 26.docx
File:Wiki 1.26.12.docx
File:Wiki 1.5.12.docx
File:Wiki 2.23.12.docx
File:Wiki 3.8.12.docx
File:Wiki 4.26.12.docx
File:Wiki Report February 2, 2012.docx
File:Wiki editing basics.pdf
File:Wiki report 12.8.11.docx
File:Wiki report December 8, 2011.docx
File:Wiki report February 23. grade 2.docx
File:Wiki report February 23.docx
File:Wiki report January 26.docx
File:Wiki report January 5, 2012.docx
File:Wiki report March 8.docx
File:Wiki t 2-2-12.docx
File:Wiki tutorial.pdf
File:Wikimarch8.docx
File:Willard.png
File:Willard Brochure.pdf
File:Willard Final.pdf
File:Winter.jpg
File:Word Choice--5 Point Rubric.pdf
File:Word Choice Two-Level Posters.pdf
File:Wordchoice poster.pdf
File:Workshop Information for MEA Conference.docx
File:Worst Fear-Best Hope Protocol.docx
File:Writ resp assess 2nd grade.doc
File:Write-up on meeting sept 28.doc
File:Writing rubric.JPG
File:YearAtGlance HS.pdf
File:Yearbook commitment contract.doc
File:Zangle Tip Sheet.pdf
File:~$ki report February 23.docx
File talk:HHS Pac Meeting agenda Sept 8, 2014.docx
MediaWiki:Common.CSS
MediaWiki:CustomNavBlocks
MediaWiki:Deletereason-dropdown
MediaWiki:MCPS Links
MediaWiki:MCPS wiki
MediaWiki:Project Info
MediaWiki:Sidebar
MediaWiki:Teaching and Learning
Template:ElementaryContent
Template:Kims
Template:Lesson
Template:Standard
Category:Advanced Band Grades 10-12
Category:Advanced Chamber Ensemble Grades 10-12
Category:Advanced Mixed Choir Grades 10-12
Category:Advanced Orchestra Grades 10-12
Category:Advanced Womens Choir Grades 10-12
Category:Band Grade 5
Category:Band Grade 6
Category:Band Grade 7
Category:Band Grade 8
Category:Beginning Band Grade 9
Category:Beginning Mens Choir Grades 9-12
Category:Beginning Orchestra Grades 9-12
Category:Beginning Womens Choir Grades 9-12
Category:COU Academic Domain
Category:COU Grades 7-8
Category:COU Grades 9-12
Category:COU Grades K-6
Category:COU School Counseling
Category:Choir Grade 6
Category:Choir Grade 7
Category:Choir Grade 8
Category:ELA Grade 1
Category:ELA Grade 11-12
Category:ELA Grade 2
Category:ELA Grade 3
Category:ELA Grade 4
Category:ELA Grade 5
Category:ELA Grade 6
Category:ELA Grade 7
Category:ELA Grade 8
Category:ELA Grade 9-10
Category:ELA Kindergarten
Category:General Music Grade 1
Category:General Music Grade 2
Category:General Music Grade 3
Category:General Music Grade 4
Category:General Music Grade 5
Category:General Music Grade 7
Category:General Music Grade 8
Category:General Music Grade K
Category:IEFA
Category:Intermediate Band Grades 9-12
Category:Intermediate Mixed Choir Grades 9-12
Category:Intermediate Orchestra Grades 9-12
Category:Jazz Band Grades 10-12
Category:LIBM Grade 1
Category:LIBM Grade 11-12
Category:LIBM Grade 2
Category:LIBM Grade 3
Category:LIBM Grade 4
Category:LIBM Grade 5
Category:LIBM Grade 6
Category:LIBM Grade 7
Category:LIBM Grade 8
Category:LIBM Grade 9-10
Category:LIBM Kindergarten
Category:Lessons
Category:Math Grade 1
Category:Math Grade 2
Category:Math Grade 3
Category:Math Grade 4
Category:Math Grade 5
Category:Math Grade 6
Category:Math Grade 7
Category:Math Grade 8
Category:Math Grade Kindergarten
Category:Math Grades 9-12
Category:Music Technology Grades 11-12
Category:Orchestra Grade 5
Category:Orchestra Grade 6
Category:Orchestra Grade 7
Category:Orchestra Grade 8
Category:PDF Documents
Category:Standards
Category:TECH Grade 1
Category:TECH Grade 10
Category:TECH Grade 11
Category:TECH Grade 12
Category:TECH Grade 2
Category:TECH Grade 3
Category:TECH Grade 4
Category:TECH Grade 5
Category:TECH Grade 6
Category:TECH Grade 7
Category:TECH Grade 8
Category:TECH Grade 9
Category:TECH Kindergarten
Category:Wind Ensemble Grades 10-12
Category:Yearbook
--END--
